Academic

achievement

, 55

behaviors

, 56–57

preparation

, 92–93, 95–96

self-efficacy

, 25

self-esteem

, 25

tracking

, 71–72

Access

, 68, 69, 74

Accessibility to postsecondary opportunities

, 56

Accountability assessments

, 57

Advanced Placement (AP)

, 26, 27

African American(s)

, 23, 88–89, 156–157

constructions of race and ethnicity by locale

, 9–11

educational attainment of rural people

, 3–5, 4

intersection of place and race

, 8

official definitions of rural places

, 5–6

recommendations for pedagogy, practice, and research

, 11–12

rural students

, 1–3

schools

, 20

socially constructed meanings of “rural”

, 6–7

urban–rural binary

, 7–8

Alabama Black Belt

, 156

positive change in education in Alabama

, 161–163

Alabama HBCU

, 157

doctor of education program

, 157–161

American Counseling Association (ACA)

, 170

American School Counselor’s Association (ASCA)

, 33

Analysis of variance (ANOVA)

, 111

Appalachia(n)

, 170

outsider

, 176–177

region

, 170–171

Autoethnography

, 178, 179

Belonging

, 93

Black feminist autoethnography

, 171–172

Black feminist thought (BFT)

, 171, 172–173

#BlackGirlMagic

, 68

CRF and

, 73–75

and educational resiliency

, 75–79

intersection of place and race

, 69

underrepresentation of black girls in gifted education

, 70–73

Black girls in gifted education programs

, 68, 70–73

Black males in rural contexts

, 54

challenges

, 60

issues

, 60–61

literature review

, 55–60

opportunities

, 60–61

rationale

, 54

recommendations

, 61–62

rural community settings

, 57–59

rural students

, 59–60

Black rural people

, 4–5

Black students

, 59, 105–106, 134, 140

Black/African American

education

, 108

women

, 171

Boykin model

, 47

Brown vs. Board of Education

, 20, 57–58

Career and technical education (CTE)

, 26

Classism as endemic to US society

, 74

Clemson ES program

, 130

Clemson University On-campus Summer Experiences

, 122–123

Coautoethnography

, 178

Cognitive strategies

, 56–57

College

access

, 120

aspirations

, 23–24, 32–33, 91–92

and career counseling

, 33

education

, 20

College and career readiness (CCR)

, 56–57

College choice

, 20–21

context of study

, 25–27

findings

, 27–31

instrumentation

, 23–25

literature review

, 21–23

research method

, 23

theoretical framework

, 21

College experiences of rural African Americans

, 88–89

data analysis

, 90–91

data collection

, 90

double consciousness theory

, 93–94

findings

, 94–97

future research

, 99

limitation of current literature

, 98–99

literature review

, 91–93

participants

, 89–90

researcher bias

, 89

trustworthiness

, 91

Community college

, 104–105

Confirmability

, 91

Content knowledge

, 56–57

Contextual skills

, 56–57

Correlation analysis

, 29

Counseling groups

, 77

Counselors

, 78

Counterstories

, 75

Credibility

, 91

Critical multicultural pedagogy

, 79

Critical race feminism (CRF)

, 69, 73–75

challenge to dominant ideology

, 74–75

commitment to social justice

, 75

experiential knowledge

, 75

intersectionality

, 75

racism, sexism, and classism as endemic to US society

, 74

Critical race theory (CRT)

, 73–74

Cultural

capital

, 23–25, 29

culturally conscious definitions and measurements of achievement

, 78–79

culturally responsive education for gifted black rural students

, 46–48

diversity

, 134

mismatch

, 45

Culturally responsive classroom management (CRCM)

, 134

emphasis on content vs. classroom management

, 141–142

lack of diversity and CRCM course content

, 145–146

literature review

, 135–137

quality of field experiences

, 142–143

quality of program instructors

, 143–145

recommendations for practice

, 150–151

research method

, 137–140

sample

, 139–140

teacher personal experiences

, 147–148

De facto segregation in American Education

, 70–71

Deficit-oriented thinking

, 71–72

Dependability

, 91

Distance education programming

, 45

Double consciousness theory (W. E. B. Du Bois)

, 88–89, 93–94

Economic disadvantage

, 69

Education

, 10, 20

Educational attainment of rural people

, 2–5

Educational improvement

, 159–160

Educational resiliency

, 71, 75–79

of Black girls

, 69

critical multicultural pedagogy

, 79

culturally conscious definitions and measurements of achievement

, 78–79

development of strong racial, ethnic, and social identities

, 76

educator recruitment, preparation, and training

, 78

family–school–community partnerships

, 76–77

recommendations for future research

, 79

Educator(s)

of gifted students

, 47–48

recruitment, preparation, and training

, 78

Emerging Scholars (ES)

, 120

academics and college preparation experiences

, 122–123

impact

, 128–129

Jason personal experience and perspective

, 127–130

measures of success

, 126–127

participants

, 121–122

program and community connections

, 123–126

program overview

, 120–121

Employment rates

, 56

Enlistment, Employment, Enrollment (E3)

, 26

Equity

, 74

Ethnicity

, 4

constructions by locale

, 9–11

Every Student Succeeds Act

, 56

Experiential knowledge

, 75

Extrafamilial encouragement

, 25

Facebook

, 125

Family–school–community partnerships

, 76–77

Feelings of isolation and marginalization

, 96–97

Free Application for Federal Student Aid (FAFSA)

, 22

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)

, 34

Games-Howell

post hoc test

, 111–112

procedure

, 109

Gifted education

, 68, 70–73

Giftedness

, 73

Graduation rates

, 55

Habitus

, 20–21, 23–24, 29, 32–33

Health sciences and engineering

, 34

High School Longitudinal Study (HSLS)

, 107–108

Higher education. (see also Rural gifted education programs)

, 105

barriers to black student mathematics achievement

, 106–107

data analysis

, 109

definitions/variables

, 108–109

implications for practice

, 113–114

literature review

, 104–107

mathematics in four-year college enrollment

, 105–106

mathematics self-efficacy

, 107

research method

, 107–109

results

, 109–112

Historically Black Colleges and Universities (HBCUs)

, 97, 134, 137–138, 156–157

Historically White Institutions (HWIs)

, 134

Home Community Academic Year Experiences

, 123

Horizontalization

, 90–91

Identity

, 2, 9

Imbedded racism

, 10

In-school counseling groups

, 77

Instagram

, 125

Institutional support

, 25

Intelligence

, 73

Intentional parent engagement

, 77

Intersectionality

, 75

Junior reserve officer training corps (JROTC)

, 26

Leadership experiences

, 25

Linear multiple regression

, 30

Mail

, 125

Malcolm X

, 20

Mathematics

barriers to black student mathematics achievement

, 106–107

in four-year college enrollment

, 105–106

self-efficacy

, 107

Micropolitan areas

, 5–6

“Mirror and window books” phrase

, 48

Multicultural counseling

, 169–170, 170

Appalachian outsider

, 176–177

Appalachian region

, 170–171

black feminist autoethnography

, 171–172

complex minoritized status

, 173–175

implications and recommendations

, 178–179

limitations

, 178

method

, 172–173

preempting manifestations of whiteness

, 175–176

training

, 170–171, 178

Multicultural gifted education scholars

, 70

Multiple jeopardy

, 70

Multiplicity

, 75

National Center for Education Statistics (NCES)

, 2, 5, 6, 107–108

Nonmetro counties

, 5–6

Office of Management and Budget (OMB)

, 5–6

One-way ANOVA

, 109, 111

Online education programming

, 45

P-12 educational experience

, 127–128

Paired-samples t-test

, 109

Parent Awareness Weekend (PAW)

, 124

Parental engagement

, 55

Passport

, 20

Persistent poverty

, 10–11

Plessy v. Ferguson case (1896)

, 58

Postsecondary education

, 91, 104

Postsecondary opportunities, accessibility to

, 56

Poverty

, 41, 59, 105

Precollegiate opportunities

, 34–35

Predominantly White institution (PWI)

, 94, 98

Professional learning experiences

, 46

Program advisor (PA)

, 128–129

Quality teachers

, 134

Race

, 4, 122

constructions by locale

, 9–11

intersection of place and

, 8

Racialized tracking

, 70, 71–72

Racism as endemic to US society

, 74

Relationship motivator

, 31

Rural

, 21–22

black families and community

, 76

brain drain

, 107

communities

, 40–41

community settings

, 57–59

schooling

, 157, 163

schools

, 41, 60

settings

, 59

socially constructed meanings of

, 6–7

students

, 2, 59–60, 91, 108, 135

Rural gifted education programs. (see also Higher education)

challenges facing by black, gifted, and rural students in America

, 40–41

culturally responsive education for gifted black rural students

, 46–48

lack of access to opportunities

, 41–49

mediating isolation in rural schooling

, 44–46

recommendations for research and improved practice in schools

, 48–49

underrepresentation of black students in gifted education

, 42–44

Rural places

NCES

, 6

official definitions of

, 5–6

United States Census Bureau

, 5

USDA

, 5–6

Rurality

, 108–109

School

administrators

, 156–157, 162

relationships with school personnel

, 77

school-based mentoring relationships

, 77

Self-efficacy

, 107

Sexism as endemic to US society

, 74

Social justice

, 75

South East County High School (SECHS)

, 25–26, 33

State slave codes

, 70

Student development

, 12

Students for Fair Admissions Inc. v. Harvard College (2019)

, 33

Survey of Attitudes and Beliefs Influencing College Choice (SABICC)

, 23–24

Teacher(s)

, 134

education programs

, 134–135

personal experiences

, 147–148

preparation program

, 143–144

Three-phase model

, 21

Transferability

, 91

Transracial teaching

, 70, 72–73

Trustworthiness

, 91

Twitter

, 125

United States Census Bureau

, 5

United States Department of Agriculture (USDA)

, 2, 5–6

Upward Bound

, 34

Urbanormative thinking

, 7

Urban–rural binary

, 7–8

Westernized approaches to learning and achievement

, 70, 73

White teachers

, 43–44

Whiteness

, 10

preempting manifestations of

, 175–176