Volume 25, Issue 3    Winter 2004

Table of Contents

From the Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Voices in the Hallway: Three Rural Iowa Schools  . . . . . . . . . . . . . . . . . . . . . . . . . .    1   Vicki Robinson, Thomas Blaine and Nicholas J. Pace 

ABSTRACT: Students, faculty, administration, and community members of three Iowa rural school districts were interviewed to identify educational issues in their communities The results of the Iowa investigation are compared with the results of the Claremont Graduate School investigation published in Voices from the inside: A report on schooling from inside the classroom (1992). The Claremont study investigated large urban schools. The Iowa study provides insight into small, rural school districts.  Although similar issues emerged from the two studies, other issues demonstrated the different realities of education in  rural Iowa and education in a large culturally diverse urban setting.

A Comparison of Bullying in Four Rural Middle and High Schools . . . . . . . . . . . . . .  5
Jodi Isernhagen and Sandra Harris

ABSTRACT: Bullying in rural school settings is clearly a problem and some of our students are suffering as a result..  Bullying is defined in this study of 819 rural middle and high school students as when a student is exposed repeatedly to negative actions by one or more other students.  Students responded to a questionnaire about how often and where bullying occurred and who students told.  Analysis of the data reported frequencies, and the Pearson chi-square was used to test for significance (p <.05) for gender and school level.  Results indicated that while there are many similarities, there are some differences in bullying at these two levels that should be considered when reducing bullying.  First, students should be encouraged to develop positive strategies to react to name calling and teasing particularly at the middle school level.  Second, administrators and teachers must communicate better with students that they care about reducing bullying, especially at the high school level.

Gay, Rural, and Coming Out: A Case Study of One School’s Experience   . . . . . . .  14
Nicholas J. Pace 

ABSTRACT: This case study details the events surrounding a gay student’s “coming out” in a small, rural high school. Through the eyes and experiences of the student, his teachers, classmates, and community, we hear the story of how the school and community dealt with an issue they had never before actively considered. Through qualitative interviews, the former high school principal describes reactions and lessons learned as the student made his sexual orientation known, attended prom, and was awarded one of three Matthew Shepard Scholarships given in the state. The unexpected way in which events unfolded in the school and community were nearly as surprising as the revelation of the student’s sexual orientation. The experiences reinforce the importance of school climate, meaningful relationships between students and staff, the sometimes hidden challenges of high school, and provide valuable considerations for all educators.

Attitudes of Rural Middle-School Youth
Toward Alcohol, Tobacco, Drugs, and Violence  . . . . . . . . . . . . . . . . . . . . . . . . . . .   19
Kathleen J. Kelly, Maria Leonora G. Comello, and Ruth W. Edwards

ABSTRACT: Since 1996, our research team has conducted 15 focus groups with 169 middle-school youth in small communities as formative research for campaigns against alcohol, tobacco, drugs, and violence.  Some key findings of a synthesis of focus-group results are that girls and boys perceive different risks to alcohol and tobacco use; peer relationships are important, but there is great potential for parents to increase influence; females and Hispanic youth are most concerned about serving as good role models; and youth prefer campaign materials that feature typical youth and activities.

A Rural Alternative School and Its Effectiveness for Preventing Dropouts  . . . . . .  25
Christina Johnson, Gregory Cooch, and Connie Pollard

ABSTRACT: This article describes a successful alternative school located in northwest Wyoming.  Students who attend this school need an atmosphere that is accepting of their differences and allow them to express themselves without fear of ridicule or punishment. These children are looking for a safe, secure place to complete their education, a place where their unique differences are respected. Bear Lodge is one such alternative high school. Students at Bear Lodge share their perspective and provide a living testimony as to the importance of alternative schools in allowing students to meet with academic success and social acceptance. Bear Lodge allows its students to work at their own pace in a caring and non-coercive environment. Here students attend school regularly, follow a standards-based curriculum, form close relationships with their peers and teachers, and know that the staff believe they can be successful in and out of school.

Overcoming Obstacles to Preparing for College:
Perspectives from a Rural Upward Bound Program   . . . . . . . . . . . . . . . . . . . . . . . .  30 Andre Grimard and John Maddaus

ABSTRACT: This research study examines the major obstacles low-income rural youth face in preparing to attend college and how to overcome these obstacles through the participation in an Upward Bound program.  The data for this study are from a single-site of the regular (“Classic”) Upward Bound program at a public university in a rural New England state and include surveys and interviews with students, guidance counselors, and parents and/or guardians of Upward Bound students.  The results of this study indicated that there are two primary barriers that low-income rural students face in preparing for college: financial and social.  Students and parents considered applying to the program not only for academic reasons but also for financial and social reasons.  Once enrolled in the program, rural students began to benefit academically, financially, and socially.  The retention rate at this public university is significantly higher than the national retention rate reported by Mathematica Policy Research, Inc.  Several recommendations for practice for rural Upward Bound programs and high schools serving rural Upward Bound-eligible students are included.

How Size and Setting Impact Education in Rural Schools  . . . . . . . . . . . . . . . . . . . .  38 Emily C. Bouck

ABSTRACT: School variables, such as school size and school location, matter. School size and location impact many areas of education, including  the characteristics of the school, curriculum, and  post-school outcomes. Research reveals that students in rural schools face many personal and education hardships – from living in poverty to having less opportunity and sophistication in technology. Rural schools also have fewer course offerings. While rural schools are a unique, urban and rural schools may be more similar than expected, particularly as compared to more affluent suburban districts. Rural and urban schools have larger rates of poverty and more dire financial situations, which do impact the educational offerings, experiences, and outcomes of their students.

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