Pull Factors Impacting Dual-Credit Student Transition to the University

• In Event: Evaluating and Learning From High School to College Pathways in Latinx Schools, Dual-Credit Programs, and Teacher Preparation Programs

Abstract

This qualitative study examined the lived experiences of the first year at a 4-year university of Latino students who transferred 30+ hours of dual credit. Interpretive phenomenological analysis was used as a method and findings were examined through the first component of theoretical framework of Nora’s (2003) Student Engagement Model.

Author

• Rosalinda Ortiz, Tarleton State University