The Dual Enrollment Experience: Exploring African American Students' Insights and Persistence in High School Through College
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Spring 5-1-2026
Abstract
Dual enrollment programs can significantly enhance students’ educational experiences and outcomes. Despite the known benefits of participating in the program, African American students continue to participate at lower rates than any other student population. Due to the lack of literature, there was a need to study the lived experiences of African American students who participate in dual enrollment programs to better understand specific issues surrounding participation in the program while in high school. The purpose of this qualitative study was to examine former African American dual enrollment participants’ perceptions of their experiences in dual enrollment programs and their persistence in postsecondary institutions. To investigate the perceptions of African American students, the researcher used a qualitative research approach to examine their experiences in dual enrollment programs and how participation influenced their academic outcomes. The study results are intended to be both beneficial and effective in encouraging more African Americans to participate in dual enrollment programs. Additionally, the findings inform suggestions for future research to increase the knowledge regarding dual enrollment and African American participation.
Advisor
Peter Williams
Subject Categories
Education
Recommended Citation
Shelton, Kendal, "The Dual Enrollment Experience: Exploring African American Students' Insights and Persistence in High School Through College" (2026). Electronic Theses & Dissertations. 1371.
https://lair.etamu.edu/etd/1371
