Latiné Students\u27 Perceptions of Dual Enrollment Programs

Abstract

The purpose of this study was to understand the characteristics or factors that influence Latiné students\u27 perceptions of access to dual enrollment (DE) programs. Utilizing a modified version of Perna\u27s (2006) socioecological model of college choice, the study sought to answer the following questions: How do student, district and state-level characteristics influence Latiné students\u27 perceptions of access to DE programs? How do perceptions of access differ across DE participation status? Results from within-case and cross-case analyses and analyses from a critical realist perspective found two predominant themes influencing Latiné students’ perceptions of DE accessibility: the DE awareness gap and a sense of belonging. Results also indicate that school districts can significantly influence Latiné students\u27 perceptions of DE access depending on how they market and communicate about DE programs and foster an inclusive school climate.The DE awareness gap, or a lack of knowledge, awareness, or misconceptions about DE programs contributing to perceptions of DE inaccessibility, was evident across student and district-level characteristics. At the student level, results indicated that parents and friends had limited knowledge of DE programs which narrowed their influence on Latiné students’ perceptions. At the district level, the DE awareness gap contributed to Latiné students\u27 lack of access to financial information and misperceptions about who should participate in DE programs. Results also revealed that DE participants had a higher sense of belonging than non-DE participants, suggesting that Latiné students who feel they belong in their schools are more likely to pursue advanced coursework.To increase Latiné students\u27 awareness of DE programs and improve their perceptions of DE accessibility, district leaders should articulate an inclusive, equitable vision for these programs and align their practice to that vision. They should also provide professional development to broaden the understanding of who should have access. Additionally, at the school level, educators need to evaluate how they market and communicate about DE programs, dispel misconceptions, and ensure that all students have an opportunity to participate. Overall, this study underscored the importance of advancing equitable access for Latiné students in DE programs.</p