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abstract: This dissertation investigates the origins of dual enrollment (DE) writing courses that give students the opportunity to receive college credit for writing in high school. While no previous research dates DE programs to before the 1970s, this dissertation analyzes the development of the self-proclaimed “longest-running” DE program that began at the University of Connecticut in 1955. In this work, I contend that the University of Connecticut’s DE program began as a complacent act that further advanced already privileged (white affluent) students and further marginalized students of color, which extends marginalizing aspects of the origins of the first-year writing requirement. I first establish the historical, social, and political context for the development of DE programs at the University of Connecticut with an overview Brown v. Board of Education, whites’ resistance to integration, and the white complacency of citizens in Connecticut in the 1950s. Using whiteness theory and feminist research methods, archival research conducted at the University of Connecticut focused on the development of DE programs shows an institutional absent presence, that is, there is an absence of reference to Brown, integration, or race of students where it concerns the construction, inception, and operation of the first DE writing courses. And finally, an attempt at a disparate impact analysis of current assessment practices that determine enrollment in DE writing courses highlights access and assessment as a connection between the history and the present state of DE programs and DE composition courses. With the inclusion of DE composition, my dissertation project fills at least some of the identified gap in historical research in Rhetoric and Composition Studies during the 1950s and extends arguments of how white complacency has and continues to influence the field and first-year writing. / Dissertation/Thesis / Doctoral Dissertation English 2018

The collection of equality data, and more specifically race and ethnicity data, as a means to prevent discrimination is a common practice in many countries around the world. Through anonymous and voluntary surveys people are regularly asked to self-identify according to a number of categories such as gender, age and ethnic background. In Sweden, however, we rely on the population register as the only source for gathering statistics in order to conduct research on different social groups. From the register you can access information regarding age, gender and geographics but no data can be collected concerning categories like sexual orientation, religious beliefs, disabilities, ethnicity and race. According to some, this creates an obstacle in the fight against racism, in that it is impossible to successfully fight oppression without knowing which people it affects and how. According to others, it is ethically indefensible and even racist to collect such information about individuals. In recent years several political proposals have been made from left wing parties calling for the introduction of equality statistics in Sweden. These proposals have been met by heavy criticism and some rare appraisal. Within the academic field, researchers Tobias Hübinette and the research group Methodological Laboratories represent two different positions in the discussion about equality data. This essay aims to examine these positions as well as the general debate in relation to theories about critical whiteness studies in a Swedish context, the historic evolution of the concept of race in Sweden and the Swedish ideology of colour blindness.