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Appalachian Aspirations

Description

This study explores the transition from high school to college for 18 Appalachian students and questions how the students' personal beliefs regarding the nature of knowledge in the domains of math and science are influenced by their interpretations of formal credentialing and place-based local knowledge systems. By talking with students, their peers, and their family members in two geographically similar, yet economically different communities, this research also examines the critical component of parent/community engagement in student achievement and contributes to our understanding of the rural context as it pertains to learning and teaching in mathematics, science, and technology (MST).