Kai A. Schafft

Poverty, Residential Mobility, and Student Transiency within a Rural New York School District*

Abstractu2002 Human capital models assume residential mobility is both voluntary and opportunity-driven. Residential mobility of low income households, however, often does not fit these assumptions. Often characterized by short-distance, high frequency movement, poverty-related mobility may only deepen the social and economic instability that precipitated the movement in the first place. Children may be particularly affected because of disrupted social and academic environments. Among community institutions, schools often experience significant student turnover as a consequence. This paper presents a case study of student transiency and residential instability within an impoverished rural New York school district, examining both enrollment change data and residential histories collected from economically disadvantaged parents of mobile students. It finds that poverty-related mobility is frequently not voluntary but the consequence of precipitating social and economic crises at the household level in combination with the inability to obtain adequate and affordable housing. Hence, poverty-related hypermobility may be interpreted as both a consequence and determinant of rural community disadvantage.

Local Impacts of Unconventional Gas Development within Pennsylvania’s Marcellus Shale Region: Gauging Boomtown Development through the Perspectives of Educational Administrators

Using survey and interview data gathered from educators and educational administrators, we investigate school and community impacts of unconventional gas extraction within Pennsylvanias Marcellus Shale region. Respondents in areas with high levels of drilling are significantly more likely to perceive the effects of local economic gains, but also report increased inequality, heightened vulnerability of disadvantaged community members, and pronounced strains on local infrastructure. As community stakeholders in positions of local leadership, school leaders in areas experiencing Marcellus Shale natural gas extraction often face multiple decision-making dilemmas. These dilemmas occur in the context of incomplete information and rapid, unpredictable community change involving the emergence of both new opportunities and new insecurities.

“It Feels Like a Little Family to Me” Social Interaction and Support Among Women in Adult Education and Family Literacy

Supportive social relationships are an important dimension of marginalized womens participation in community-based adult education programs. However, policy makers and researchers often consider these social dimensions to be tangential or secondary to instrumental outcomes such as obtaining employment or increasing standardized test scores. Drawing on two qualitative studies of family literacy programs in the Northeastern United States, this article examines the importance of social interaction and support for women in poverty. The study reveals that, for women with limited social support and social ties, family literacy programs afforded a social space that enabled them to leave the house, enjoy social contact and mutual support with peers, establish supportive relationships with teachers, and pursue self-discovery and development. The article concludes that nonformal adult education and family literacy programs play an important role in helping women in poverty receive social support and in turn enhancing their psychosocial well-being.

Educational Sorting and Residential Aspirations Among Rural High School Students What Are the Contributions of Schools and Educators to Rural Brain Drain

An extended body of research has documented the outmigration of the “best and brightest” youth from rural areas. Some of this scholarship has suggested that rural schools and educators may be complicit in this process as they devote extra attention and resources to the highest achieving students—those most likely to leave their rural communities after high school. Using data from a national multimethod study, we find mixed support for this hypothesis. To the contrary, our data suggest that the highest-achieving rural students are among those with the greatest community attachment, and that student perceptions of local economic conditions are far more influential in shaping postsecondary residential aspirations than the advice of educators, or the poverty level of the school.

The “Invisible Hand”: Neoclassical Economics and the Ordering of Society1

The dominant economic discourse of the industrialized world — in political, academic, and popular terms — is neoclassical economics. A founding proposition is that an “invisible hand” aggregates individual decisions driven by rational self-interest into socially optimal outcomes. We draw upon economics as well as the sociology and philosophy of science to question this fundamental proposition and investigate neoclassical economic theorys dominant position in shaping social and political organization. We document the historical and contingent processes by which the neoclassical narrative has come to dominate the discursive space of capitalist societies. We argue that, contrary to claims of value neutrality, neoclassical economics functions as a master social narrative, or a technology of power, that concentrates power by transferring socio-economic decision-making from multiple sites to the centralized nodes of global economic and political institutions. This transfer occurs through the domination of the discursive space. The “invisible hand” is power.

School Choice, Racial Segregation, and Poverty Concentration Evidence From Pennsylvania Charter School Transfers

This article examines how student movements between traditional public schools (TPSs) and charters—both brick and mortar and cyber—may be associated with both racial isolation and poverty concentration. Using student-level data from the universe of Pennsylvania public schools, this study builds upon previous research by specifically examining student transfers into charter schools, disaggregating findings by geography. We find that, on average, the transfers of African American and Latino students from TPSs to charter schools were segregative. White students transferring within urban areas transferred to more racially segregated schools. Students from all three racial groups attended urban charters with lower poverty concentration.

Rural Education As Rural Development: Understanding the Rural School–Community Well-Being Linkage in a 21st-Century Policy Context

Despite the significant proportions of rural Americans, schools, and public school students situated in the geographic peripheries of an increasingly urbanizing country, rural education in the United States has consistently occupied both scholarly and policy peripheries. This is to the detriment of rural America, especially to the extent that public policy and educational practice may work at cross-purposes with the vitality and well-being of rural communities. This paper examines these issues and, more specifically, considers the relationship between rural education and rural community development. I argue that rethinking the purposes of education, particularly within rural contexts, may help not only to more clearly articulate a sensible rural education policy, but, in the process, more clearly articulate broader rural development policy.

School and Community Impacts of Hydraulic Fracturing Within Pennsylvania's Marcellus Shale Region, and the Dilemmas of Educational Leadership in Gasfield Boomtowns

Innovations associated with gas and oil drilling technology, including new hydraulic fracturing and horizontal drilling techniques, have recently led to dramatic boomtown development in many rural areas that have endured extended periods of economic decline. The Marcellus Shale play, one of the worlds largest gas-bearing shale formations, lies beneath approximately two-thirds of Pennsylvania, including some of the states most economically lagging rural areas. Spurred by a state-level policy environment favorable to unconventional gas extraction, drilling activity in the last five years has rapidly increased, often with profound social, economic, and environmental implications for communities. In this paper we use schooling as a particular analytic lens for understanding the dynamics of natural resource boomtown development, community change, and how these changes may affect educational and instructional decision making. Using data from interviews and focus groups with educators and administrators in Pennsylvania communities experiencing intensive natural gas development, we discuss the multiple organizational, curricular, and educational dilemmas school leaders face in the context of both rapid, unpredictable community change, and an educational policy environment unfavorable to place-sensitive educational responses to local change.

Axiology and Anomaly in the Practice of Mixed Methods Work: Pragmatism, Valuation, and the Transformative Paradigm

This article uses a Kuhnian framework to explain the adoption of the transformative paradigm in pragmatically informed mixed methods research. We argue that pragmatism represents a model of “normal science” among many mixed methods researchers and that Kuhn’s concept of the scientific anomaly provides an instructive metaphor for understanding what we interpret to be a failure of pragmatic mixed methods researchers to adequately account for the axiological foundation for their work. The transformative paradigm thus can be read as providing pragmatic researchers with an axiological “fix” that sidesteps the larger question of how to establish a philosophically consistent means of specifying research value. We discuss this argument in light of pragmatist philosophy, the recent history of mixed methods research, and the future development of the field.

Place and Purpose in Public Education: School District Mission Statements and Educational (Dis)Embeddedness

Local control of schooling has been considered a defining feature of the American school system; however, in the past several decades public schooling has also increasingly been subject to the influence of extralocal institutional mandates that encourage curricular and organizational standardization. We conducted a content analysis of 480 school district mission statements from Pennsylvania to understand the relationships between school and place and the locally articulated purposes of schooling. Strikingly uniform use of language and themes across multiple district contexts suggests that (a) district mission statements may not be representative of locally articulated visions of schooling and (b) the influences of local context may be superseded by broader institutional discourses regarding the purposes of education and schooling.