Semester of Gradation
Fall 2025
Degree Type
Dissertation/Thesis
Degree Name
Doctor of Education in Educational Leadership
Department
Department of Educational Leadership
Committee Chair/First Advisor
Dr. Keneisha Harrington
Second Advisor
Dr. Nicholas Clegorne
Third Advisor
Dr. Chinasa Elue
Abstract
Rural high-achieving students face unique challenges as they prepare to transition to college. While many graduate with aspirations for higher education, a significant number fail to transition to college in the fall due to barriers that arise between high school graduation and college enrollment. Rural schools, particularly those serving low-income populations, frequently lack the resources, counseling, and exposure opportunities that help students navigate the transition from high school to postsecondary education. These circumstances leave students to manage financial barriers, incomplete paperwork, limited support, and the pressures of balancing family and community responsibilities. Their lived experiences shape the way they respond to these challenges, influencing whether they successfully begin college or alter their plans. This study examined the perspectives of rural students in Georgia using a qualitative case study design with semi-structured interviews and demographic surveys. The findings, derived through thematic analysis of interview data, identified recurring themes of academic preparation, financial barriers, school-based support, family and community influences, and coping strategies. The study honors students’ voices by centering college readiness and ability to overcome barriers to postsecondary education