The Role of Student Beliefs in Dual-Enrollment Courses

Autor/inn/en	Giani, Matt S.; Krawietz, Colton E.; Whittaker, Tiffany A.
Titel	The Role of Student Beliefs in Dual-Enrollment Courses
Quelle	In: Research in Higher Education, 64 (2023) 8, S.1113-1142 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giani, Matt S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-023-09740-z
Schlagwörter	Student Attitudes; Beliefs; Dual Enrollment; High School Students; Access to Education; Educational Policy; Equal Education; Mathematics Skills; Self Efficacy; Expectation; Predictor Variables; Student School Relationship; Academic Achievement; Eligibility; College Preparation + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Prädiktor; Schüler-Lehrer-Beziehung; Schulleistung; Eignung
Abstract	Access to dual-enrollment courses, which allow high school students to earn college credit, is stratified by race/ethnicity, class, and geography. States and colleges have begun using "multiple measures" of readiness, including "non-cognitive" measures of student preparedness, in lieu of strict reliance on test scores in an attempt to expand and equalize access. This practice was accelerated by COVID-19 due to disruptions in standardized testing. However, limited research has examined how "non-cognitive" beliefs shape students' experiences and outcomes in dual-enrollment courses. We study a large dual-enrollment program created by a university in the Southwest to examine these patterns. We find that mathematics self-efficacy and educational expectations predict performance in dual-enrollment courses, even when controlling for students' academic preparedness, while factors such as high school belonging, college belonging, and self-efficacy in other academic domains are unrelated to academic performance. However, we find that students of color and first-generation students have lower self-efficacy and educational expectations before enrolling in dual-enrollment courses, in addition to having lower levels of academic preparation. These findings suggest that using non-cognitive measures to determine student eligibility for dual-enrollment courses could exacerbate, rather than ameliorate, inequitable patterns of participation. Students from historically marginalized populations may benefit from social-psychological as well as academic supports in order to receive maximum benefits from early postsecondary opportunities such as dual-enrollment. Our findings have implications for how states and dual-enrollment programs determine eligibility for dual-enrollment as well as how dual-enrollment programs should be designed and delivered in order to promote equity in college preparedness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01