Examining the Influence of Social Capital on Early College and Dual Credit Traditional High School Underrepresented Students Enrolled in College Courses

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dc.contributor.advisorWilliams-Duncan, Omah
dc.contributor.committeeMemberPeters, Michelle
dc.contributor.committeeMemberJones, Lisa
dc.contributor.committeeMemberDivoll, Kent
dc.creatorVerhofstad, Selene
dc.creator.orcid0000-0001-6750-7648
dc.date.accessioned2024-03-25T16:14:26Z
dc.date.available2024-03-25T16:14:26Z
dc.date.created2021-08
dc.date.issued2021-07-16
dc.date.submittedAugust 2021
dc.date.updated2024-03-25T16:14:28Z
dc.description.abstractThere have been multiple studies discussing the success and perceptions of students in early colleges and dual credit, showing their views on how ECHS or dual credit has helped them in college readiness. Despite the success of these programs, various factors impact student success, such as early colleges struggling to adapt to the high rigor and expectations of college courses. Dual credit traditional high school underrepresented students are also faced with drawbacks such as issues with their credits and grades. This study examined the influence of social capital on early college and dual credit traditional high school underrepresented students enrolled in college courses. The purpose of this study is to examine the social capital of early college and dual credit traditional high school underrepresented students and their perceptions regarding college readiness and their high school experiences. This study examined student perceptions in the areas of attitude towards college, academic achievement, teacher expectations and interactions, college prepation, school wide support, guidance and counseling, and parent engagement. Data were collected from a purposeful sample of seniors in early college and dual credit across five high schools. 154 students across five high schools responded to the survey and complete the open-ended questions. Of the 154 students, 20 completed interviews, which consisted of 10 early college and 10 dual credit students. The results of the study showed that there was a statistically significant difference between both early college and dual credit students in the areas of school wide support, teacher expectations and interactions, and guidance and counseling. The interview revealed differences between early college and dual credit students in support from AVID classes.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/4916
dc.language.isoen
dc.subjectEarly College, Dual Credit
dc.titleExamining the Influence of Social Capital on Early College and Dual Credit Traditional High School Underrepresented Students Enrolled in College Courses
dc.typeThesis
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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