While dual enrollment participation has substantially increased among Caucasian, Hispanic, and Asian high school students, the rates of participation among African American students, especially male students, has decreased since 2006. As a result of low participation rate in dual enrollment and research studies, little is known about the dual enrollment experience among high-achieving African American males. The purpose of this qualitative study, using a transcendental phenomenology design, was to explore the dual enrollment experiences of 10 high-achieving African American males, between 18 to 22 years, who currently attend a community college that is part of the Texas State Community College Consortium (a pseudonym). Descriptive interviews with study participants and qualitative data analyses were conducted in accordance with transcendental phenomenology methodological Four themes emerged from the data. The first theme was academic rigor of college, noted by all 10 participants. The second theme, also noted by all 10 participants, was social support and encouragement, which had six sub-themes pertaining to support from family, fellow students, and high school and college faculty/administration. Data from the 10 participants revealed the third theme of college and academic readiness, which was delineated into three sub-themes related to college and academic readiness, responsibility, and planning skills. The fourth and last theme was college tuition/financial benefits of dual enrollment, remarked upon by three students. Results from this study, can be utilized to promote social change as it concerns African American male’s academic achievement and college persistence.
|Commitee:||Eubanks, Robert, O'Malley, Angeline|
|Department:||Harold Abel School of Social and Behavioral Sciences|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Community college education, School counseling, Secondary education|
|Keywords:||Coleman's social capital, Coleman, James, Contreras support for high-achieving minority students, Contreras, Francis, Dual enrollment programs, High-achieving African American males|
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