Uneven Access: Dual Enrollment Programs and Students of Color in Minnesota

A mixed methods analysis was used to identify whether or not dual enrollment programs perpetuated or disrupted structural racism for Minnesota's students of color. The quantitative analysis reviewed state-wide patterns of dual enrollment participation by students of color. Disparities in partic...

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Bibliographic Details
Main Author:	Trost, Jennifer Lynn
Format:	Dissertation
Language:	English
Published:	ProQuest LLC 2016 ProQuest Dissertations & Theses
Subjects:	Access to Education College Faculty College Readiness Data Analysis Disproportionate Representation Dual Enrollment Education Education Policy Educational Attainment Educational Environment Educational Policy Equal Education Graduation Rate High School Graduates High School Students High Schools Higher education Literature Reviews Minority Group Students Outcomes of Education Racial Discrimination School Culture School Policy Student Recruitment Urban Schools Minnesota
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Summary:	A mixed methods analysis was used to identify whether or not dual enrollment programs perpetuated or disrupted structural racism for Minnesota's students of color. The quantitative analysis reviewed state-wide patterns of dual enrollment participation by students of color. Disparities in participation existed for students of color throughout the state, regardless of school type, composition, and location suggesting a perpetuation of structural racism. The quantitative analysis led to the selection of cases for the qualitative analysis, a multi-site case study. This multi-case study focused on two urban, high-minority high schools. The analysis reviewed the policies and practices utilized in promoting and recruiting students into dual enrollment programs, emphasizing the college-going culture and the vision or direction of the dual enrollment program. The qualitative study's findings suggest strength of the college-going culture, vision and placement of dual enrollment courses, and composition of the courses effected access and enrollment for participants of color. Overall, Minnesota's students of colors are often overlooked for advanced or dual enrollment courses, but some high-minority high schools have implemented practices to overcome structural racism. Thus, uneven access and participation occurs for the state's students of color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:	9781339973227 1339973227