An ecological view of rural student aspirations: lessons from New York’s North Country

Abstract

ABSTRACT Prior research has pointed to various factors which influence rural students' aspirations; however, such factors are often treated in isolation without addressing the ways in which they interact with one another. To address these issues, this research applies Bronfenbrenner's ecological theory to an in-depth case study of a rural school located in New York's North Country. Our analysis utilises data collected from students and also draws on previous fieldwork conducted with educators and school and district leaders. This article calls attention to the dynamic interaction between families, communities, and educators as prominent influences on rural youths' aspirations. Importantly, these findings point to the ways in which educators may leverage family assets and strengthen youths' ties to their rural communities. Ultimately, we argue for the need to understand how multiple, interacting factors shape rural youths' aspirations and show how an ecological framework contributes unique insights to rural school scholarship.