Blurring the Boundaries Between High School and College: Experiences of Dual Credit First-Generation Latino Students

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

Abstract

This phenomenological study was focused on exploring the lived experiences of first-generation Latino students who earned an associate degree through a dual credit program. Utilizing Yosso’s (2005) Community Cultural Wealth, this study explored how students navigated the dual credit process and the personal, familial, and community impact of participating in this program.

Author

• Rosalinda Ortiz, Tarleton State University