Scholarship & Research
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Item In their own words and actions: a case study of STEM interest among rural youth in an informal program(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Westbrook, Elaine Marie; Chairperson, Graduate Committee: Jayne DowneyIn order to develop science, technology, engineering, and math (STEM) knowledge and solutions that address global concerns, there is a need to develop pathways to strengthen STEM interest among rural youth, especially girls. Previous research suggests that informal STEM programs can stimulate participant interest due to the absence of pressures from external assessment (Rogoff, et al, 2016). However, little is known about which instructional methods in an informal STEM program focused on place-conscious programming in a rural community will support the development of youth STEM interest. The purpose of this study was to examine the impact of three instructional methods (hands-on, role models, and culminating projects) on STEM interest development for rural youth, ages eight to twelve, in an informal place-conscious STEM program. Data were collected through observations, focus group interviews, and STEM interest surveys. Participants included youth (N=26) in grades 3rd through 5th grades attending two local schools in one rural community. Results indicated STEM interest increased through collaborative work, new knowledge, and action research. Results also showed gender differences in STEM interest development. Girls' STEM interest was heightened through seeing the personal relevance to their community, whereas boys' STEM interest was heightened through actively working together. This study contributes to the empirical literature regarding STEM interest, informal education, and instructional methods for rural youth. Recommendations are made for future studies.Item Significance of 4-H on the development of youth's coping skills(Montana State University - Bozeman, College of Agriculture, 2020) Evenson, Josie Christine; Chairperson, Graduate Committee: Carl IgoPeople who reside in rural areas face challenges accessing the health and mental care they need. The lack of mental health resources creates an imperative need for finding avenues to help support youth in these areas. Youth organizations, such as 4-H, that promote positive development support the well-being of the individuals who participate in that program. Previous research on 4-H revealed youth who enroll in the program develop life skills through their participation. The research also exposed that there may be a correlation between life skills and coping skills, however, there has been little evidence to support this claim. Therefore, this study sought to answer the following question: In what significant ways do planned 4-H experiences impact 4-H members coping skills? To gather data eight Montana 4-H members were interviewed and nine adults associated with Montana 4-H participated in a focus group at a Montana 4-H event. The data was organized and then coded by the primary researcher and one committee member. All data was coded into four categories: productive coping, non-productive coping, reference to others and other. Youth reported using productive coping skills more than any other category with 66% of total responses being coded as such. Youth also reported using non-productive skills with a 11% response rate and reference to others with a 12% response rate. The other category had a 11% response rate. Adults reporting observing productive coping skills more than any other category with 58% of the total responses coded that way. The adults reported observing non-productive skills with a 5% response rate and reference to others with a 19% response rate. The adults had 18% of their results coded as other. Overall, both youth and adults reported that 4-H members are predominately using productive coping skills, which they have learned through their involvement in the 4-H program. Positive Youth Development programs like 4-H can provide avenues for youth and adults to work together to address mental health skills that a rural community may be lacking.Item Social adaptation of rural students in Livingston Junior High School(Montana State University - Bozeman, 1971) Woodhull, James FloydItem Television viewing habits of metropolitan and rural students(Montana State University - Bozeman, 1962) Kimball, David G.Item Rural youth adjustment in selected areas of Teton county, 1925-1940(Montana State University - Bozeman, College of Agriculture, 1940) Vergeront, Glen V.Item A comparative study of adolescent behaviors in rural communities(Montana State University - Bozeman, College of Education, Health & Human Development, 1990) Carpenter, Penny WhitcanackItem A study of rural youth programs in the Americas (Except United States and Canada)(Montana State University - Bozeman, College of Education, Health & Human Development, 1962) Jones, EarlItem Rural routes : first year college experiences of students from rural backgrounds(Montana State University - Bozeman, College of Education, Health & Human Development, 2014) Stone, Cody Carlisle; Chairperson, Graduate Committee: Carrie B. MyersThe experiences of college students from rural backgrounds have remained understudied. The purpose of this phenomenological study was to further understand how students from rural backgrounds perceive self, define rurality, describe their first-year social and academic college experiences, and make meaning of these experiences. Eight first-time, full-time freshman from rural communities of less than 2,500 inhabitants were interviewed twice during their freshman year of college. Furthermore, data collection techniques also included photo elicitation, student drawings, a rural representation selected by the students, and subsequent discussions of these items. Participants described rurality and rural culture in the context of small-secluded areas, open space, sense of community, and connections to the land. They described themselves as hardworking - honest, driven - responsible, and family oriented. Emergent themes related to general college experiences and rural effects included opportunities, limited college knowledge, initial shock, size of college, just a number, and balancing act. Social preparedness, friends: knowing everyone to knowing a few to good friends, ease of social integration, and lack of diversity but open emerged as themes related to social college experiences and rural effects. Regarding academic college experiences and rural effects, the following themes surfaced: academic preparedness, shift in faculty - student interactions: teachers to professors, peers and academics, perceptions of academic rigor, shift in study habits to meet academic rigor, and perceptions of academic success. A focal conclusion derived from this research study is that the participants define themselves in terms of their rurality. Regarding college experiences and rural effects, study participants did not know what to expect at college and their rural upbringing helped prepared them for the social aspects of college. Furthermore, they are relying on their drive, strong work ethic, and sense of responsibility to integrate academically and are utilizing their social skills to aid in their academic endeavors. The rural students in this study appear to be on a trajectory towards social and academic integration and in turn persistence. Finally, these college students from rural backgrounds understand their agency. They understand that they play the critical role in their own development.