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

Autor/in	Trost, Jennifer Lynn
Titel	Uneven Access: Dual Enrollment Programs and Students of Color in Minnesota
Quelle	(2016), (302 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Minnesota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-7322-7
Schlagwörter	Hochschulschrift; Dissertation; Dual Enrollment; Equal Education; Minority Group Students; Racial Discrimination; Disproportionate Representation; Urban Schools; High Schools; High School Students; School Policy; Student Recruitment; School Culture; Access to Education; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Doppelstudium; Racial bias; Rassismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Schulpolitik; Schulkultur; Schulleben; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01