dc.contributor.author	Higgins, Megan L.
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2019-2020	en_US
dc.date.accessioned	2021-11-22T14:51:29Z
dc.date.available	2021-11-22T14:51:29Z
dc.date.issued	2021-05
dc.identifier.other	5BF212A5-1598-27BE-44C4-6E2E6C731CDD	en_US
dc.identifier.uri	https://hdl.handle.net/10428/5138
dc.description.abstract	This research sought to understand the experiences and perceptions of first-generation, low-income (FGLI) students enrolled in their first semester of a dual enrollment program (DEP) in a rural county in the southeastern United States. The study followed a basic qualitative design. Participants enrolled in their first semester of college courses during the 2019-2020 school year, were first in their family to attend college, and qualified for the Free or Reduced Lunch (FRL) program. Eight participants were selected, one from each of the following categories: male and female, White and non-White, and high- and low-grade point averages. Data were collected during three interviews and coded by In Vivo, Emotion, Process, and Pattern coding during the analysis process. Five themes were uncovered through the data analysis process including college readiness skills, anxiety, support systems, interactions, and persistence. Implications for practice are provided, including teacher recommendations and surveys within the application process and creating a mentor program to provide support systems for the students. Future research is suggested to include studying the differences in experiences and perceptions of FGLI students in DEPs at 2-year and 4-year colleges, the difference in persistence rates in academic and technical courses for the DEP at 2-year colleges, the differences in anxiety and self-confidence levels for female and male students, and the experiences and perceptions of FGLIs in a DEP during the Covid-19 global pandemic. Keywords: Dual Enrollment, First-Generation Students, Georgia Dual Enrollment, Dual Credit, Low-Income Students, Concurrent Courses	en_US
dc.description.tableofcontents	Chapter I INTRODUCTION 1 -- Statement of the Problem 2 -- Summary of Methodology 3 -- Conceptual Framework 3 -- Dual Enrollment and College Preparedness 4 -- Dual Enrollment and Socialization 5 -- Significance of Study 8 -- Delimitations 9 -- Research Questions 9 -- Definition of Terms 9 -- Summary 11 -- Chapter II LITERATURE REVIEW 13 -- History of Dual Enrollment 18 -- Dual Enrollment and Georgia 19 -- Dual Enrollment and Two-Year Colleges 22 -- Dual Enrollment and Rural High Schools 22 -- Dual Enrollment and Technical College System of Georgia 23 -- Dual Enrollment and Type of Courses 24 -- Advanced Placement Courses 25 -- Dual Enrollment vs. Advanced Placement Courses 27 -- College Preparedness 29 -- Self-Efficacy & Social Cognitive Theory 31 -- Underrepresented Populations in Dual Enrollment 43 -- Dual Enrollment and Low Socioeconomic Students 43 -- Dual Enrollment and Gender 45 -- Dual Enrollment and Ethnicity and Race 46 -- Chapter III METHODOLOGY 49 -- Methods 49 -- Rationale for Qualitative Design 49 -- Site & Sample Selections 51 -- Data Collection Techniques 54 -- Managing & Recording Data 59 -- Data Analysis Procedures 60 -- Data Credibility 64 -- Chapter IV DESCRIPTION OF SITE AND PARTICIPANTS 72 -- Introduction 72 -- Site Description 73 -- Descriptions of Participants 74 -- Participant Profiles 74 -- Disclaimer on Participant Identities 74 -- Participant Profile: Abigail 76 -- Participant Profile: Bella 79 -- Participant Profile: Piper 83 -- Participant Profile: Eva 85 -- Participant Profile: Bailey 88 -- Participant Profile: Rango 92 -- Participant Profile: Bo 95 -- Participant Profile: Bolt 98 -- Chapter V RESULTS 101 -- Introduction 101 -- Participant Results 102 -- Participant Results: Abigail 102 -- Participant Results: Bella 108 -- Participant Results: Piper 112 -- Participant Results: Eva 116 -- Participant Results: Bailey 119 -- Participant Results: Rango 124 -- Participant Results: Bo 127 -- Participant Results: Bolt 131 -- Chapter VI ANALYSIS 136 -- Themes 136 -- Discussion of Themes 138 -- Chapter VII DISCUSSION OF RESULTS 152 -- Methods and Procedures 153 -- Research Questions 154 -- Interpretations of Findings 154 -- Research Question #1: 155 -- Research Question #2: 160 -- Limitations 162 -- Implications for Practice 163 -- Recommendations for Future Research 167 -- Conclusion 169 -- REFERENCES 171 -- APPENDIX A: Email Request for Participation 186 -- APPENDIX B: Questions for Qualtrics Survey 188 -- APPENDIX C: Matrix for Participant Selection 190 -- APPENDIX D: Interview Guide 192 -- APPENDIX E: Contact Summary Form 201 -- APPENDIX F: Data Accounting Form 204 -- APPENDIX G: IRB Approval Form 206	en_US
dc.format.extent	1 electronic document and derivatives, 219 pages. 1226333 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Dual enrollment	en_US
dc.subject	First-generation college students	en_US
dc.subject	Georgia	en_US
dc.subject	Low-income college students	en_US
dc.title	Experiences and Perceptions of First-Generation, Low- Income Students’ First Semester of Dual Enrollment in Georgia	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Bochenko, Michael J.
dc.description.committee	Fiester, Herbert R.
dc.description.committee	Kelly, Heather
dc.description.committee	Leech, Don W.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US