Connecting rural and small-town youth with higher education

Images are from STARS Network website

I recently learned of the STARS Network, that is the Small Town and Rural Students Network--when my own alma mater, the University of Arkansas, became one of its 32 members.  Here's how the organization describes itself: 

The STARS College Network, which partners with top colleges to ensure that students from rural and small-town America have the information and support they need to enroll and graduate from the college or university of their choice, is doubling its membership to include 32 of the nation’s most prominent institutions.

In its inaugural year, the STARS College Network opened doors to higher education for more than a quarter-million students. The expansion this summer will add flagship state schools, historically Black colleges, Ivy League universities, and other selective institutions, spreading STARS’ reach to more regions across the nation.

Support

In support of the STARS expansion, the Trott Family Philanthropies, which catalyzed the creation of STARS with an initial $20 million gift in 2023, will be investing more than $150 million over 10 years in programs that prepare, recruit and support rural students. Adding the financial aid provided directly by the STARS institutions to students, expanding support from philanthropies and non-profits and new funding from governmental agencies, an estimated $7.4 billion will be spent in support of STARS’ mission over the next decade. This extraordinary growth follows a year in which STARS outreach connected with 1.6 million people, including students, families, educators, administrators, foundations, legislators, companies and other organizations. STARS institutions directly engaged with more than 700,000 students, and more than 288,000 students joined the STARS network.

Partnerships

STARS schools directly engage with the rootEd Alliance, a public-private partnership that helps rural students define and plan their futures, whether that means a college degree, work-based learning, or military service, with the goal of putting them on a path to career success and economic stability. By placing dedicated college and career advisors in 195 schools across Missouri, Texas and Idaho, rootEd has served 42,000 students to date, and collaborates with STARS to provide specialized support and training for rootEd advisors throughout the year. rootEd Alliance, launched in 2018, is made possible by a group of philanthropists convened by Trott Family Philanthropies.

Meanwhile, this international publication on rural students' access to higher education came across my radar screen, "Access of rural youth to higher education: An international perspective," published in Journal of Infrastructure, Policy and Development 2024, 8(8), 5528.  The authors are Álvaro Andrés Rivera Sepúlveda, Omar Cabrales Salazar, and Lizeth Natalia Saboyá Acosta.  Here's the abstract: 

This is a review of empirical studies with the objective of analyzing the theoretical-practical discussions that have been raised internationally to deepen the understanding of the access of rural youth to higher education as an object of study. For this purpose, a narrative review was designed, considering scientific articles published in three different languages and concerning studies conducted in 21 different countries in all regions of the world. The results reveal three discussions: a) the strong interest that higher education has regained in the life expectations of rural young people and their families, especially as a means of social advancement; b) the inequalities that most affect the access of rural youth to higher education are the lack of academic offerings in rural areas and the discontinuities that occur around rural socio-cultural capital; c) since the inequalities experienced by rural youth are diverse, actions to promote greater democratization cannot be limited to implementing systems of grants and scholarships. It is concluded that the major project consists of creating a differentiated higher education model that, in terms of location, academic offerings, recognition of knowledge, and articulation with the environment, allows rural youth to experience their professional training not as an inevitable process of acculturation, but as a continuation of their socio-cultural capital and their territorial yearnings.