Date of Award

August 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education, Health & Behavior Studies

First Advisor

Radomir Mitic

Abstract

This qualitative research study employed the Diverse Learning Environment Model to examine how dual credit/dual enrollment course participation by Native American students impacts their college readiness and transition to college. Literature shows that students who take dual credit/dual enrollment in high school are more likely to graduate from high school and transition to college and have less time to degree completion. Furthermore, dual credit/dual enrollment course participation also increases students’ college readiness and improve student’s self-efficacy. The guiding notion of this paper are the overwhelming benefits to students who participate in dual credit/dual enrollment coursework in high school and how those benefits translate into higher education. This study found that Native American students who took at least one dual credit/dual enrollment course in high school experienced greater self-efficacy in higher education, they had less time to degree completion, and displayed increased confidence in their ability to be successful in education, especially in their acquisition of degrees in higher education. This study also identified barriers to student success for Native American students who participated in dual credit/dual enrollment. Professional, economic, and environmental barriers were also discussed in this study.

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