Dual credit options allow high school students to enter college with college credits earned, as well as gain lived experience of the role expectations, academic rigor, and time it takes to complete college-level work. While past studies have identified benefits of dual credit for first-generation college students in particular, few have investigated the nature of that relationship. This qualitative study examined the relationship between first-generation students’ dual credit experiences and academic self-efficacy. Interviews were conducted with three first-generation college students in fall 2019. Findings indicate first-generation students who engage in a rigorous dual credit experience that results in mastery experience are more prepared for the academic expectations of college, master the role of a student, and perceive an increase in academic self-efficacy. This experience may provide first-generation students with knowledge and transition skills for college that their continuing generation peers find elsewhere. Implications and recommendations for future research are discussed.
| Identifer | oai:union.ndltd.org:ndsu.edu/oai:library.ndsu.edu:10365/31800 |
| Date | January 2020 |
| Creators | Kiemele, Laura Marie |
| Publisher | North Dakota State University |
| Source Sets | North Dakota State University |
| Detected Language | English |
| Type | text/thesis |
| Format | application/pdf |
| Rights | NDSU policy 190.6.2, https://www.ndsu.edu/fileadmin/policy/190.pdf |
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