Help or Hindrance: Understanding the Role of Dual Credit in the College Transitions of Latinx Students

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  In Roundtable: Table 13: The Influence of Public Policy on Access and Matriculation

Abstract

This qualitative study examined the ways in which dual credit participation shaped the college transitions of eight Latinx college students. Using Merton’s (1956) theory of anticipatory socialization, the study explored how Latinx students learned about college-level expectations and what knowledge Latinx students leveraged from their dual credit experiences upon matriculation.

Author

• Taryn Ozuna Allen, University of Texas at Arlington