Degree

Doctor of Philosophy (PhD)

Document Type

Dissertation

Abstract

Advanced courses, such as dual enrollment (DE) have increased in popularity over the recent years, yet Black students continue to be underrepresented in these advanced spaces. Researchers have discussed why Black students are underrepresented and searched for ways to increase their enrollment.This mixed methods study seeks to compare and examine the perceptions of students, counselors, and administrators of two dual enrollment programs. The first dual enrollment program takes place at a community college and consists of more traditional dual enrollment students—students with GPAs above 3.0 and testing as college-ready. The second dual enrollment program takes place at an HBCU and consists primarily of Black students who are not traditional dual enrollment participants—lower GPAs and may not test as college-ready. These students, along with counselors and administrators, were queried to compare their perceptions of these advanced courses. Using Invitational Theory and the Ratchetdemic Philosophy, the findings show that both groups reported high perception levels of sense of belonging, college and career readiness, and positive views of advanced courses. These findings are significant because the Black students enrolled in the dual enrollment program at the HBCU perceptions of the program were comparable to the traditional dual enrollment programs, yet they have historically been marginalized from these advanced spaces. With this study, the researcher has shifted the conversation from why Black students are underrepresented (deficit perspective) to how HBCUs play an integral role in creating an environment that encourages Black students to excel in these advanced spaces and their perceptions of how advanced courses impact them.

Date

5-13-2024

Committee Chair

Laura Piestrzynski

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Available for download on Monday, May 12, 2031

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