Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment (Poster 30)

• In Event: Promising Scholarship in Education Research: Dissertation Fellows and Their Research

Abstract

Dual enrollment provides high school students the opportunity to enroll in college credits while still in high school. These programs across the United States aim to increase college attendance and success, including for those historically excluded from higher education. This study expands upon the field’s knowledge of dual enrollment by applying a critical quantitative framework (QuantCrit), intersectionality, and the college access desert construct to national datasets. To determine if access to dual enrollment courses is racialized and gendered, I use the Civil Rights Data Collection: 2017-18. I then examine participation patterns and benefits with the High School Longitudinal Study: 2009, similarly centering students at the intersection of anti-Blackness and sexism. Preliminary results suggest that dual enrollment opportunities, participation, and benefits are racialized and gendered. Dual enrollment policies should therefore be crafted to explicitly serve those historically excluded from higher education, especially those at the intersection of multiple oppressive systems, instead of race- and gender-neutral policies. Doing so can help to ensure dual enrollment programs advance educational equity across the United States.

Author

• Jake D. Winfield, Detroit Public Schools Community District
  Presenting Author