The Forgotten Minority: Exploring Deficiencies in Access to Education and Technology in Rural America

ABSTRACT

Rural Americans often face challenges in education and, as a result, long-term economic stability due to a deficiency in access to digital resources, minimal opportunities for advanced education, and a lack of community support and value placed on educational achievements. This article explores these deficiencies through the theoretical framework of social cognitive career theory (SCCT). Further, by focusing on a literature review of current studies as well as nationally published news articles, potential solutions are discussed, including increased attention from educational institutions, fostering family engagement and support, funding and grants, and technology access and support.

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Notes on contributors

Aubrey Statti

Aubrey Statti is Assistant Professor of Educational Psychology and Technology at the Chicago School of Professional Psychology. She has worked in higher education for 13 years and has taught at the undergraduate, graduate, and postgraduate levels in areas of psychology, counseling, education, research, human services, and life coaching. Her research interests include educational psychology, educational technology, K–12 education, online education, early childhood education, digital storytelling, rural education, and the impact of mentorship in educational settings.

Kelly Torres

Kelly Torres is Department Chair of the Educational Psychology and Technology program at the Chicago School of Professional Psychology. She has taught numerous university-level courses in content areas such as educational psychology, foundations of education, assessment, curriculum development, linguistics, and culture. Her research interests are focused on the implementation of technology into educational settings to enhance student academic outcomes and on various aspects of the motivational influences that may impact second language learning and culture.