The current study explored adolescents’ perceptions of what contributes to their experiences of success in a rural Title I school through interpretative phenomenological analysis (IPA). Participants included adolescents who were enrolled at a rural Title I Middle/High School in the southern United States. The single campus school district serves approximately 185 students from Prekindergarten to grade 12. Approximately, 73% of the students are identified as At-Risk, 88% of the students are economically disadvantaged, and 100% of the students qualify for free or reduced lunch. Ten students from this school, with assent and parental consent, participated in the current study. Participants’ ages ranged from 13 to 18, and the students represented different genders (seven males, three females) and various racial and ethnic backgrounds (three Black/African American, four Latinx, two White, and one Biracial). Results from the current study suggest low-income adolescents in a rural Title I school perceived (a) school size, (b) family support, and (c) their own internal drive to succeed as contributing to their success at school. These themes, their corresponding subthemes, and representative participant statements are included. Implications for school administrators, teachers, and counselors along with directions for future research are discussed.

当前的研究通过解释性现象学分析 (IPA) 探讨了青少年对什么有助于他们在农村 Title I 学校取得成功的经验的看法。参与者包括就读于美国南部农村 Title I 中学/高中的青少年。单一校区学区为大约 185 名从学前班到 12 年级的学生提供服务。大约 73% 的学生被确定为有风险的学生，88% 的学生在经济上处于不利地位，100% 的学生有资格获得免费或减价午餐. 这所学校的 10 名学生在征得家长同意和同意的情况下参加了当前的研究。参与者的年龄从 13 岁到 18 岁不等，学生代表不同的性别（7 名男性，三名女性）和各种种族和民族背景（三名黑人/非裔美国人、四名拉丁裔、两名白人和一名混血儿）。当前研究的结果表明，农村一级学校的低收入青少年认为 (a) 学校规模，(b) 家庭支持，以及 (c) 他们自己的内在动力对他们在学校的成功做出了贡献。这些主题、它们相应的子主题和有代表性的参与者陈述都包括在内。讨论了对学校管理人员、教师和辅导员的影响以及未来研究的方向。这些主题、它们相应的子主题和有代表性的参与者陈述都包括在内。讨论了对学校管理人员、教师和辅导员的影响以及未来研究的方向。这些主题、它们相应的子主题和有代表性的参与者陈述都包括在内。讨论了对学校管理人员、教师和辅导员的影响以及未来研究的方向。