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NCJRS Abstract

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NCJ Number: 236540 Find in a Library
Title: Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
Journal: Journal of Youth and Adolescence  Volume:40  Issue:9  Dated:September 2011  Pages:1091-1105
Author(s): Robert A. Petrin; Thomas W. Farmer; Judith L. Meece; Soo-Yong Byun
Date Published: 2011
Page Count: 15
Sponsoring Agency: Institute of Education Sciences
Washington, DC 20208-5500
Grant Number: R305A04056
Document: PDF
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study examined views of rural adolescents' perceptions and attachment to community in relation to their adjustment during high school.
Abstract: Adolescents who grow-up in rural areas often experience a tension between their attachment to the rural lifestyle afforded by their home community and a competing desire to gain educational, social, and occupational experiences that are only available in metropolitan areas. While these diverging pressures are well-documented, there is little information about linkages between rural high school students’ views of their communities, their postsecondary aspirations, and their school adjustment. To address this issue, this study examined perceptions of community and residential aspirations in an ethnically diverse sample of 8,754 rural adolescents (51.5 percent female) in relationship to their competence and risk status in high school. Participants were from 73 rural high schools across 34 States. In addition, ratings on participants’ school adjustment were provided by teachers (n = 667). High competence students (i.e., those in configurations of high positive and low negative teacher-rated characteristics) expressed positive perceptions of their rural lifestyle and many, particularly girls, indicated an interest in staying in or returning to their home community. Low competence youth (i.e., those in configurations of low positive and high negative teacher-rated characteristics) appeared to be less connected to their community and were more likely to express their intent to leave and not return. These results appear to qualify current concerns about “rural brain drain” and also suggest that the lack of attachment to the community may be a compounding risk factor for rural adolescents who have significant school adjustment problems. (Published Abstract)
Main Term(s): Juveniles
Index Term(s): Community relations; Educational benefits; High school education; Juvenile social adjustment; Rural; Rural urban comparisons
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