Author ORCID Identifier

0000-0002-3414-8228

Date of Award

12-16-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Policy Studies

First Advisor

C. Kevin Fortner, PhD

Second Advisor

Jennifer Esposito, PhD

Third Advisor

David Johnson, PhD

Fourth Advisor

Derek Houston, PhD

Abstract

Since the 1970s, dual enrollment programs have aimed to increase high school graduation rates and promote postsecondary enrollment. Nationally, participation in dual enrollment surged to nearly 2.5 million students in the 2022-23 academic year (Fink, 2024). In Georgia, recent estimates indicate that approximately 59,000 students participated in dual enrollment during the 2022-23 school year (Fink, 2024). However, despite widespread availability across Georgia, Black students are underrepresented in dual enrollment programs. This study employs a Critical Race Mixed Methods (CRMM) design to examine Black students’ representation in Georgia’s dual enrollment program during the 2021-22 school year. In the quantitative phase, I use Quantitative Critical Race Theory (QuantCrit) to analyze school-level data to explore how compositional and contextual factors and Black students’ perception of school climate relate to Black students’ proportional representation in dual enrollment, measured through a dual enrollment equity index. In the qualitative phase, nine Black students were interviewed to gain deeper insights into their experiences, perceptions of school climate, and the factors influencing their decisions regarding dual enrollment participation. Results from regression analyses suggest that urbanicity, charter status, and teacher experience significantly affect Black students' perceptions of school climate, which, along with the racial composition of the student body and faculty, are positively associated with more equitable representation in dual enrollment programs. The qualitative phase revealed four themes that underscore the importance of connection and belonging within racially diverse school communities in enhancing student engagement and participation in dual enrollment. The study revealed that schools with coordinated strategies foster greater awareness, while perceived academic unpreparedness deters participation. Additionally, inclusive communication strategies that emphasize peer learning and experiential opportunities are essential to making dual enrollment more accessible to Black students. This study adds to our understanding of the factors affecting equitable representation of Black students in Georgia’s dual enrollment programs and the effectiveness of school strategies in promoting racial equity in participation.

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