PROMOTING STUDENT ASPIRATIONS FOR POSTSECONDARY PLANS IN A RURAL HIGH SCHOOL

Abstract

This Dissertation in Practice examines the promotion of aspirations for postsecondary plans for students in rural schools. While rural communities often possess strong relational assets, students frequently encounter structural barriers that limit access to postsecondary opportunities. Using convergent mixed methods design, this action research study was conducted in a rural high school in eastern North Carolina to better understand how student aspirations, perceived barriers, and advising supports interact within a localized context. Quantitative and qualitative data were collected concurrently to address three guiding questions: (a) What are students’ postsecondary aspirations? (b) What barriers do they perceive? and (c) How can advising supports influence both aspirations and outcomes? Findings reveal a consistent misalignment between student aspirations and postsecondary enrollment patterns. While a majority of students and families expressed aspirations for four-year university pathways, enrollment outcomes more frequently shifted toward community college options. Quantitative results identified key barriers, including financial constraints, uncertainty regarding career goals, and competing responsibilities such as employment and family support. Qualitative findings provided deeper insight into these patterns, highlighting the influence of self-efficacy, peer networks, and the perceived relevance of education. Students frequently described how the decisions and expectations of those in their immediate social context shaped their own postsecondary choices, underscoring the importance of proximal influences in rural settings. This study reframes these findings through a spatial equity lens, emphasizing that postsecondary outcomes are shaped not only by individual aspiration but also by access, exposure, and local opportunity structures. Results suggest that rural schools can leverage existing community assets while addressing gaps in exposure to diverse postsecondary and career pathways. Implications for practice include strengthening advising systems, intentionally mapping and activating local resources, and fostering student self-efficacy as part of a comprehensive strategy to align aspirations with outcomes. This work contributes to the development of a practical framework for school leaders seeking to advance equitable postsecondary opportunities in rural contexts.