Twenty-third International Conference on Diversity in Organizations, Communities & Nations

Abstract

It is a well-known fact that higher education can lead to better opportunities, career expansion, and greater economic stability. However, historically, this fact resonates more for urban students of higher income families compared to rural students of low-income families. The pathway to higher education for rural Black students can be filled with many speedbumps, roadblocks, and detours. Compared to urban students in the top quartile, rural black students in the lowest socioeconomic quartile are eight times less likely to obtain a bachelor’s degree. There is a deep misconception that White populations equate to rurality, while Black populations reside in impoverished urban areas. Rural Black students face greater barriers, such as access to financial funding and educational resources, which can inhibit them from completing their degrees. This research study employs both quantitative and qualitative methodologies, while allowing the concurrent collection of data on the needs and perceptions of the participants. The quantitative methodology examines the relationships between articulated needs among rural black students and (1) enrollment immediately out of high school or delayed enrollment, (2) perceptions of access to educational programs and pathways to attainment; and (3) perceptions of access to financial resources.