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Drug Education: The Gaps in Rural Versus Urban Communities
No full textDrug education is often lacking in rural communities due to lack of access and lower quality of education causing an increase in youth using substances and drug overdoses. Looking at previous research, there is a definite gap in rural and urban adult and youth substance use. The research showed that higher levels of education show less risk of substance use issues. Research also looked at new programs and how they worked in urban areas to decrease risky substance use behavior. This is a call for new programs to be created for rural communities due to their differences. This research explores substance use across communities, education level, and creating new programs in rural communities and how these factors could lower the gap in communities and may lead to less risky behaviors in youth using substances
Queer Kids in the Country: Challenges, Resources, and Queer Cultural Capital of Rural LGBTQIA+ Youth
No full textThis qualitative study investigates the experiences of rural youth who identify as LGBTQIA+. Both rural young people and LGBTQIA+ youth are less likely to pursue higher education and more likely to report negative experiences in their schools and communities. Rural LGBTQIA+ youth face different challenges than do urban and suburban queer youth; therefore, different resources and strategies must be unveiled, developed, and employed in an effort to support rural LGBTQIA+ young people. This study explicates the challenges and assets of rural queer youth, finding that such young people continue to experience challenges in their schools and communities, particularly around identity formation. However, these young people also deploy many forms of queer cultural capital (Pennell, 2016). Understanding and cultivating informal resources and tapping queer cultural capital in schools and communities in order to enhance the well-being of rural LGBTQIA+ youth
Beyond the City Limits: Representations of Rurality and LGBTQIA+ Youth in Young Adult Literature
No full textNarratives of flight from rural to urban areas predominate in research related to LGBTQIA+ communities. Thus, rural LGBTQIA+ young people rarely see representations of themselves or their environments, especially positive portrayals. Such representations are important in that they are productive of identities, not just reflective of them. This study examines a collection of young adult literature with LGBTQIA characters and rural settings, analyzing the portrayals of place (rurality) and identity (LGBTQIA+). In this paper I will demonstrate how current LGBTQIA+ young adult literature reinforces dominant narratives that privilege urbanity and I assert that counternarratives to the rural flight story are needed. Such counternarratives can help rural LGBTQIA+ young people envision new possibilities for themselves and their communities
A History of the Commission on Women & Gender Equity (COWGE)
Full text linkA history of the Commission on Women & Gender Equity at the University of Minnesota Morris, based on research conducted with Julie Eckerle (English) for MAP in summer 2024.https://digitalcommons.morris.umn.edu/publecture/1012/thumbnail.jp
The Future of the Liberal Arts in the Age of Artificial Intelligence
No full texthttps://digitalcommons.morris.umn.edu/founders/1008/thumbnail.jp
Just Plain(s) Native: Isolating Experiences of Non-Plains Native Students at a Primarily Plains NASNTI
Full text linkHigher education institutions have historically underserved the needs of Native students, even when active efforts are made to the improvement of services and support. Sense of belonging is a particularly ephemeral point of student’s engagement with a campus community, and studies about Native students don’t always account for the vast cultural differences between the different tribes and villages. My aim with this study is to present for consideration the isolating effects of culturally nonspecific services and groups on Native students at the University of Minnesota, Morris, a Native American-Serving Non-Tribal Institution (NASNTI). Employing ethnographic interview methods and discursive analysis, I have demonstrated that Native students from non-plains backgrounds are particularly affected by feelings of isolation due to lack of culturally responsive programming. This indicates that the intricate ties between tribal identity and the effectiveness of Native student services need to be more thoroughly explored to better support all Native students.https://digitalcommons.morris.umn.edu/urs_2025/1008/thumbnail.jp
