Remediating Student Deficit or Serving the Elite? Figuring Teacher Identity at the Intersection of K-12 and Higher Education

• In Event: Equity, Access, and Outcomes: Knowledge Acquisition Through Dual Enrollment and Developmental Education Programs

Abstract

This study will describe dual credit policy implementation in the context of Early College High Schools (ECHSs). It draws on interviews with 61 teachers employed at four ECHS sites. To interpret these data, the study uses figured worlds theory to consider if and how dual credit teacher identity supports the college access and equity aims of ECHS missions. The data demonstrate that to support ECHS teachers and their students, dual credit stakeholders may wish to consider the limitations of yesterday’s pubic school norms. Suggestions for future policy, practice and research to renew and expand how teachers conceptualize their work are offered to advance educational equity.

Authors

• Stefani Relles, University of Nevada - Las Vegas

• Julia C. Duncheon, University of Washington