Mission
To engage in transformative research, implement culturally relevant programs, and cultivate strong partnerships that elevate the unique strengths and address the educational continuum that spans from preschool through postsecondary education (college, graduate school), and into the workforce in rural communities.
Vision
To be a hub that celebrates and harnesses the cultural wealth of rural communities, fostering innovative solutions in education and development that promote sustainable growth and expand opportunities for all.
Rural Cultural Wealth Framework
Each form of capital highlights the strengths and resources that rural communities bring to various social, educational, and professional contexts (Crumb et al., 2023).
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Aspirational Capital
The ability to maintain hopes and dreams for the future, even in the face of obstacles, demonstrating optimism and determination to envision a better future, regardless of structural barriers. -
Linguistic Capital
The intellectual and social skills acquired through communication in more than one language or style. -
Familial Capital
The cultural knowledge and sense of community nurtured through kinship relationships, which may include immediate family, extended family, and close friends to shape identity and success. -
Social Capital
The networks and community resources that provide support, information, and opportunities to help individuals navigate institutions and access opportunities otherwise unavailable to them. -
Navigational Capital
The skills and resilience developed to navigate through institutions not designed for or supportive of marginalized communities. -
Resistant Capital
The knowledge and skills fostered through oppositional behavior that challenges inequality reflecting resilience to fight against social injustice and the ability to resist subordination in various forms.
References
Crumb, L., Chambers, C., Azano, A., Hands, A., Cuthrell, K., & Avent, M. (2023). Rural cultural wealth: Dismantling deficit ideologies of rurality. Journal for Multicultural Education, 17(2), 125-138. https://doi.org/10.1108/JME-06-2022-0076