Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Kevin Jones, Ed.D.

Second Advisor

Jan Miller, Ed.D.

Third Advisor

Gunnar Cazers, Ph.D.

Abstract

The achievement gap between rural and non-rural schools is persistent. This study examines the achievement gap problem by analyzing two groups of rural schools to better understand their ecologies and the inner workings of rural schools. Ecological Systems Theory is the framework from which this study operates while looking at the mesosystemic relationship between the microsystems of high school football teams and classrooms in the Black Belt and otherwise rural areas of Alabama and Mississippi. A non-experimental quantitative survey design was used to answer research questions that focused on the achievement gap between Black Belt and non-Black Belt rural schools and their respective football team members, the difference in the perceptions of the academic benefits and hindrances of playing football, as well as how their football environment influences their perceptions of academic performance. ACT data and survey results were analyzed using inferential and descriptive statistics. The results established an achievement gap between the groups of schools but not between their football team members. Analysis of the perception data identified differences in the two sets of rural football players, as well as how the two groups of rural student-athletes feel their football microsystem is influencing their success in the classroom and how it relates to motivation to succeed and improve academic performance. Conclusive evidence is presented that these two groups of rural students differ in their performance and perception. This more detailed understanding of rural education environments can lead to more tailored policies and practices for rural schools.

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