Understanding how dual-credit course participation shapes students' perceived social preparation for college and post-college plans
MetadataShow full item record
This thesis investigates how dual-credit course participation influences perceived social preparation for college and post-college plans. Further evaluation was done between students by their first-generation student status. Dual-credit research is limited, and what is known does not take into consideration how influential the experience may be on preparing students to interact with other college students, college professors and the college classroom. Dual-credit may be preparing students successfully for their college career. However, the lack of research on the subject and a limited understanding of how the various facets of dual-credit participation leave much to be desired. Furthermore, as students accrue greater numbers of college credit prior to high school graduation through dual-credit programming, what is their primary driving factor as it relates to their post-college goals and what is the part of dual-credit? Limited research on the subject leaves little room for understanding first-generation college students and how they fit within the confines of dual-credit participation. This study combined surveys conducted with previously enrolled dual-credit participants and interviews with parents of previously enrolled dual-credit participants to understand how specific dual-credit courses taken and the location of the dual-credit courses influenced the students’ perceived social preparation for college. The survey results show generally significant differences for the location of the dual-credit courses taken. Dual-credit participants who took their courses at the college campus predominately scored themselves higher in perceived readiness for the college classroom and interactions with college students. First-generation status differences were not as pronounced and no significant findings could be attributed to post-college plans and the influence by dual-credit in the current study. The interviews with parents provided a new perspective on the transition from high school to college and has created new avenues for future dual-credit research to follow.