Redefining Rural: A Strengths-Based Framework for Enhancing Educational Policy and Practice

Authors

• Dawn A. Rowe, East Tennessee State UniversityFollow
• Michele A. Schutz, University of Illinois Urbana-ChampaignFollow
• Hilary E. Travers, Vanderbilt UniversityFollow
• Jon Borland, East Tennessee State UniversityFollow

ORCID

Dawn A Rowe: https://orcid.org/0000-0002-8969-0399

Michelle A Schutz: https://orcid.org/0000-0001-8300-0599

Hilary Travers: https://orcid.org/0000-0002-2452-2378

Jon Borland: https://orcid.org/0009-0007-4865-5427

Abstract

The lack of a consistent definition of “rural” in education research and policy limits equitable decision making and resource allocation for rural schools. This exploratory study used a Policy Delphi approach to elicit expert and practitioner perspectives on how rural can be conceptualized through the rural cultural wealth framework. Twenty participants across 13 states identified and refined factors shaping educational decision making in rural contexts. Results revealed strong agreement that socioeconomic status, rural culture, and community engagement are central to defining rurality. Participants’ preferred definitions emphasized familial, social, and aspirational capital, highlighting how community cohesion and resilience shape educational opportunities. These findings challenge deficit narratives by reframing rural as a site of cultural wealth and adaptive capacity. The study offers a foundational framework to guide future research and inform policies that better reflect the lived realities and strengths of rural communities.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Recommended Citation

Rowe, D. A., Schutz, M. A., Travers, H. E., & Borland, J. (2026). Redefining Rural: A Strengths-Based Framework for Enhancing Educational Policy and Practice. The Rural Educator, 47(3), 20-36. https://doi.org/10.55533/2643-9662.1593