This study examined the phenomenon of dual enrollment in a public high school setting and how processes relate to underrepresented student experiences with dual enrollment. The study was guided by two research questions. The research questions for this study were, How is dual enrollment implemented in a public high school setting?, and How do underrepresented high school students describe their experience with dual enrollment? The study followed a case study observational research method for data collection based on observations as the primary evidence that guided the analytic framework. Non-observation data was collected in the form of documents and participant interviews. Observational and non-observational data was used to identify required processes for dual enrollment within a public high school institution. Roles, responsibilities, actions, and skills were described for the faculty and staff
members employed at the research site implementing processes required for dual enrollment as well as the students who apply to and participate in a in a post-secondary institution’s dual enrollment program. Observation data was positioned as the central component of the research design. This study utilized by Lent, Brown, and Hackett’s social cognitive career theory (SCCT) (2000) as a framework to understand how dual enrollment participation impacted participant’s self-efficacy, decision making, and behavior.
Findings revealed the phenomenon of dual enrollment as (1) the high school institution following legislation, regulations, and policies to deliver dual enrollment information and programs; (2) School staff and faculty members engagement in dual enrollment training, advisement, counseling, consultation, and records management to fulfill duties and responsibilities required to implement dual enrollment; (3) A student process taken to learn about, receive advisement on, and apply to participate in dual enrollment; (4) A student’s experience with taking college course(s) while enrolled in their public high school. Themes were identified as process management and support, as well as influence.
Conclusions for this study outlined that dual enrollment processes can be developed to increase equity and access for underrepresented students through examining policies and regulations for participation. This study also makes recommendations for the implementation, marketing, and management of dual enrollment programs for school counselors.
