Abstract
Relationships play a strong role in rural communities and education, and multiplex relationships – relationships that can overlap due to multiple contexts of interaction in a rural school – are unique to the rural setting. This study focused on multiplex relationships and their impact on science classroom performance, as measured by science standardized test scores, through the lens of Social Capital Theory. Quantitative survey results from rural science teachers regarding number of student relationships and state-based science test scores were correlated. Additionally, qualitative survey answers from a subset of respondents were used to construct a more complete picture of the essence of these relationships and their perceived impacts. Results indicate multiplex relationships do not impact science test score achievement however, teacher accounts of classroom experiences with students illustrate a strong perception that multiplex relationships increase their ability to help students succeed.
Highlights
Rural schools are a unique blend of community, geography, and people, and it is these distinctive features that provide the structure around which the rural educational experience is molded
The names of secondary teachers listed under each rural school on the Iowa State Department of Education (IDOE) website were collected and designated as “science teachers” if they were listed under the science department on their district/school website or if they had an explicit science course listed in conjunction with their name (i.e. “7th grade science” or “chemistry”)
While previous research suggests a positive impact on student performance by positive teacherstudent relationships (e.g. Roorda, et al, 2011), the data collected in this study with regard to Relationship Average (RA) and Iowa Testing Program (ITP) scores in science do not support similar conclusions
Summary
Rural schools are a unique blend of community, geography, and people, and it is these distinctive features that provide the structure around which the rural educational experience is molded. Focus by multiple members in the student’s educational path provide a substantial, enriching, and effective educational experience unique to a rural educational setting This experience and the framework it forms is due in large part to the participation of multiple individuals who hold multiple roles in the students’ lives (Campbell & Gordon, 2003; Klem & Connell, 2004). These ‘multiplex relationships’ are personal connections that span multiple levels of familiarity, contact, roles, and influence (Coleman, 1988; Gluckman, 1967; Goodpaster, Adedokun, & Weaver, 2012)
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