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While research has consistently demonstrated a positive relationship between migration from rural areas and educational attainment, it is unclear whether migration is the driver of educational attainment or merely a mediator. The "rural brain drain" perspective suggests that young people leave rural areas if they have greater academic potential than their peers. A "migration gain" perspective implies that people, regardless of prior achievements, may move to invest in human capital, thereby gaining more education than those who do not move. This article uses data from the National Longitudinal Study of Youth 97 to test these competing predictions with multilevel/mixed‐effects models. Consistent with previous research, the study found that youth attained the least education if they stayed in non‐metro areas. By contrast, they gained more education if they moved not just from but also to non‐metro areas, consistent with the "migration gain" hypothesis. Academic performance alone did not explain the association between education and migration, contradicting the "rural brain drain" theory. However, academic performance and college enrollment, which are also influenced by available educational opportunities, together explain the association between migration and education significantly, suggesting that the educational outcomes of migrants are influenced by a combination of individual and institutional characteristics. [ABSTRACT FROM AUTHOR]

Many rural communities throughout the United States have experienced brain drain or the out‐migration of educated young people. Explanations for why college‐educated adults leave rural communities have relied on economic rationales; however, the effects of social identities, community context, and place attachment have also been shown to influence migration decisions. Using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), this study examines factors experienced during adolescence as well as postsecondary characteristics that promote college graduates' return to their rural communities when they are between the ages of 34 and 43. We find that among college graduates who had attended a rural public K‐12 school, those who had higher levels of school attachment were significantly more likely to return home compared with graduates who had lower levels of school attachment. The findings also suggest that graduates who came from a lower college‐educated community were more likely to return home than those from average or highly college‐educated communities. By analyzing long‐term outcomes, this study extends our understanding of the strengths of adolescent experiences and neighborhood context influencing the pull to return home and the support for policies strengthening rural communities as there may be long‐term effects to returning home, even if youth leave for college. [ABSTRACT FROM AUTHOR]

This mixed‐methods study examines rural young professionals' migratory intentions in relation to sense of community. The most significant difference we found in migratory intentions was between two groups, which we call stayers and seekers. Both groups highly valued sense of community but they reported dramatically different experiences related to the dimensions of membership and emotional connection to the particular focal community of this study. We find that, in addition to commonly cited factors of age, importance of family, traditional cultural tastes, and achieved sense of community, the experience of disconnection between desired and experienced sense of community represents a distinct influence on respondents' intentions to leave within the next 5 years. The qualitative data suggest that the practices of granting greater access to local stocks of knowledge, offering direct invitations to participate in community life, and providing greater responsibilities in the service of the community cultivate emotional connection and sense of membership, and therefore may be critical to better retaining those people who feel the greatest sense of disconnection. This study examines the dynamics underlying these results and outlines practical implications for other communities hoping to combat local manifestations of brain drain. [ABSTRACT FROM AUTHOR]

Rural communities are increasingly being faced with the prospect of accepting facilities characterized as "opportunity-threat," such as facilities that generate, treat, store, or otherwise dispose of hazardous wastes. Such facilities may offer economic gains through jobs and tax revenue, although they may also act as environmental "disamenities." This analysis examines the possibility that the presence of such facilities equates with lower loss of rural human capital, a question as yet unexamined on a national scale within the academic literature. Making use of secondary data from several different sources, we examine the association between age- and education-specific outmigration and 1) the number of hazardous waste facilities, 2) the number of large quantity hazardous waste generators, and 3) the number of hazardous waste landfills and incinerators across rural counties within the 48 contiguous states. Our findings suggest that the presence of hazardous waste facilities does not clearly equate with reductions in rural "brain drain. [ABSTRACT FROM AUTHOR]