Appalachian Schoolin' -- "The Color Without A Name"

“The 'hillbilly' has been an enduring staple of American iconography, and Arkansas has been identified with the hillbilly as much as, if not more than, any state. Despite the lack of scholarly consensus on the origin of the term – historian Anthony Harkins gives as the most likely explanation that Scottish highlanders melded “hill-folk” with “billie,” a word meaning friend or companion – there is no shortage of hillbilly images in American popular culture.

“Whether a barefoot, rifle-toting, moonshine-swigging, bearded man staring out from beneath a floppy felt hat or a toothless granny in homespun sitting at a spinning wheel and peering suspiciously at strangers from the front porch of a dilapidated mountain cabin, the hillbilly, in all his manifestations, is instantly recognizable. Wrapped up with the condescension in people’s common view of the hillbilly is a trace of admiration for what they perceive as his independent spirit and his disregard for the trappings of modern society.”

(Brooks Blevins. “Hillbillies.” Arkansas/Arkansaw: How Bear Hunters, Hillbillies, and Good Ol’ Boys Defined a State. University of Arkansas Press, 2009. Updated October 30, 2017.)

Of the acceptable prejudices that remain, the negative mainstream American attitude toward Appalachia has gone largely unchallenged for decades. In fact, Appalachian “hillbillies” are often seen as being barely American, or barely human. Victor Villanueva theorizes in his introduction to Katherine Sohn's book, “There's a racialization to Appalachia...(they are) the color without a name” (xiv-xv).

(Katherine Kelleher Sohn. Whistlin' and Crowin' Women of Appalachia: Literacy Practices Since College (Studies in Writing and Rhetoric). March 1, 2006.)

Sohn finds that attitude extends beyond the mainstream; she sees it as “disturbingly notable even in American academia, that bastion of learning, tolerance, and celebration of multicultural awareness.” Long-held myths of Appalachians as dumb, lazy, undisciplined, and entirely opposed to education persist.

The truth is Appalachians as college students are intelligent, strong, and determined in the pursuit of their goals. Many find education as a level playing field that propels them from gloomy pessimism and fatalism – prevalent states that can cause youth to abandon hope that their condition will every improve.

The dedicated Appalachian students pursue education with a traditional sense of place, family, and community values – all things that shape their views and their daily lives. Their individualism and sense of being “underdogs” add initiative and produce valuable insights to America's ongoing social and environmental debates, exposing the truth behind the misinformation and prejudice of both academic and mainstream audiences.

Appalachian Education – Brief History

Education was not a priority throughout most of Appalachia, even as recently as the mid-20th century, for a variety of reasons. Teaching is a profession, and those practicing a profession were (and in some cases still are) viewed with suspicion throughout Appalachia. So were strangers to the region; thus, teachers arriving from elsewhere – particularly from northern places – were not warmly welcomed by the cautious residents.

Also, the need to work and help pay for one’s own upkeep superseded the need to learn from classrooms and textbooks. In the past, the relationship of education to poverty was simply not a concept for consideration – the prioritization of formal education was sorely lacking. Forms of education were imposed from the outside and did not grow up as an expression to culture – this caused a resistance to “book learning.”

In addition, education systems in Appalachia did not always provide students with the resources necessary to achieve success. After all, access to educational opportunities could not be a priority for some families because basic needs must be met first: the costs of food, clothes, and shelter alone were primary matters. Failing economies and loss of jobs added tremendous pressures, too.

Education systems in many rural Appalachian communities unfortunately became politicized long before the politicization of society. A long history of poverty and
subsistence living permeated the social structure and culture, including public education. Consequently, poverty postponed or delayed the development of public education, as well as contributed to non-participation in the education system by much of the population well into the 20th century.

"Livin's more important than schoolin'" is a powerful statement by one mountain woman that condenses a complex socioeconomic situation into the priorities of mountain life

Constance Elam. “Culture, Poverty and Education in Appalachian Kentucky.” Education and Culture Vol. XVIII No. 1. Spring 2002.)

Self-imposed negative views of education and stereotypes of Appalachians both impact students in this rural setting. In her book, Katherine Sohn says, “I didn't know I was poor white trash until I went to school and somebody told me. If I had never gone to school, I never would have known I was poor!”

Sohn sees these negative educational experiences as actively discouraging literacy on the part of Appalachian students, who are taught to dislike school and to “see college beyond their reach.” The resulting cultural effects are wide-ranging; Sohn even sees the experiences as effecting the anti-literacy attitudes.

Sohn's analysis shows that attitudes in public education – rather than being a means of personal growth and community uplift – can actively cause Appalachian students to feel denigrated and less valuable than their more mainstream counterparts, which in turn risks a culture-wide failure to seek out post-secondary education.

Sohn makes an interesting and relevant argument. Unless public education stops viewing its primary role as steering exceptional students into the corporate world and starts working “to prepare critical thinkers and problem solvers to contribute those skills for survival in their communities,” Appalachian class and cultural isolation will remain unchanged.

(Katherine Kelleher Sohn. Whistlin' and Crowin' Women of Appalachia: Literacy Practices Since College . Review by Amanda Hayes. Belmont Technical College. Enculturation 7 (2010): http://enculturation.net/the-lessons-of-appalachia. Updated March 1, 2006.) 

 

Appalachian Futures

Of course, assumptions that education will always solve problems faced by Appalachians are not accurate. Cultural influences cannot be separated from the equation. There is no doubt environmental isolation and lack of government support continue to hinder progress.

But, from a personal perspective as an ex-teacher, I saw so many high school students – minorities “without a name” – vigorously employ education to solidify promising futures and navigate successful lives. They, very often with a “hillbilly chip on their shoulders,” found themselves on personal missions to shake old stereotypes and to prove their scholastic skills.

When schools embrace the obvious challenges of the curriculum, seek excellence and not mediocrity, and emphasize the love of learning, they create an environment that perpetuates success. Public expectations rise from expecting winning scores in Friday night ballgames to everyday enthusiasm with what Billy and Susie are actively putting into their noggins every day.

I believe Appalachian education has a built-in edge when properly utilized: Appalachian identity – strong sense of place and region, independence, originality, and even the often criticized dialect – are unique features that build individuality and deny stereotypes. Many students are more than willing to “show you” just how special they are. They are used to fighting the odds and willing to open their minds to do so.

I pray students in Appalachia embrace the good traditions that define their culture and resist the negativity associated with it that they constantly endure. Whether they wish to remain here to help build a better environment or leave the area for what they consider to be “greener pastures,” they will find their dedication to learning will serve them well.

“A” student or “C” student – the grade is secondary to the lasting achievement of seeking knowledge. So many students I had in class found their stride while simply accepting the challenge of making themselves better learners. Some were better in math, some in science, some in language, some in more specialized skills – but all resisted the “I'm too dumb and lazy” and the “learning is too boring” philosophies to push themselves. To fall into those mindsets can be the greatest disservice to the individual. How many times now I run into ex-students who say eventually they found out that they should have pushed just a little harder in class … “If I only would have been more mature, etc.”

To close, I have one last thing I want to say about Appalachia and education. I hope schools, teachers, staffs, students, parents, and communities all lift up and keep high standards – don't dilute, narrow, and criticize – because everyone will meet higher expectations if they work together to promote learning. Nothing is worse than a negative attitude that pervades a school – it spreads and festers. A certain amount of failure occurs, and that, in itself, can motivate improvement.

It's the product that counts – the quest to learning “how to learn.” Like the old saying: “Nobody said it was going to be easy.” And, guess what? Years after graduation, nobody ever said to me, “I'm so glad you made it easy.”

“The success of students in rural areas is vital to the success of the region, as these students will make up the community of the future. Resistant students in rural areas can be engaged in conversations and critical thinking about their resistance and the factors that prevent them from engaging with school.

“These students can then develop a voice for change, challenging the dichotomies of higher education and rural values. By voicing their concerns about inter-sections [sic] of school values, home values, and future opportunities, these students can become change agents for their communities. Ultimately, resistant students can be key to the evolution of rural communities.”

(Katie A. Hendrickson.“Student Resistance to Schooling: Disconnections With Education in Rural Appalachia.” The High School Journal Vol. 95, No. 4. April 2012/May 2012)