Belonging without a Place: A Critical Policy Analysis of First-Gen Dual Enrollment Supports

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division L - Section 7: Policy Implementation, Analysis, and Impact Virtual Poster Session

Abstract

This conceptual policy analysis critically examines how Perkins V, the Strengthening Career and Technical Education for the 21st Century Act, serves, or fails to serve, first-generation students participating in dual enrollment (DE) programs. Grounded in Conley’s college readiness framework, institutional logics theory, and critical pedagogy, this paper argues that despite rhetorical commitments to equity, Perkins V’s design and implementation often overlook the unique needs of dually enrolled first-generation students. Definitional ambiguity, weak cross-sector coordination, and underutilization of leadership funding contribute to structural invisibility. These students are positioned as college-ready without being granted full access to culturally affirming support. The analysis calls for clearer definitions, equity-driven implementation, and policy reforms that recognize belonging as foundational to readiness.

Author

• Shelby Terral, University of Houston