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Negation and affirmation: the lived experience of non-majority students in a community college dual enrollment program

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dc.contributor.authorSnow, Ted G., author
dc.contributor.authorDavies, Timothy G., advisor
dc.date.accessioned2024-03-13T20:27:58Z
dc.date.available2024-03-13T20:27:58Z
dc.date.issued2009
dc.description.abstractThis qualitative study explored the lived experience of non-majority high school students enrolled in a community college dual enrollment program. Through a systematic analysis of data collected from personal interviews with twelve non-majority students from a community college two groups of themes emerged: Themes of Negation and Themes of Affirmation. The Themes of Negation included Racism and Bias, and Mixed Messages. Racism and Bias describes pre-college experiences in which participants were devalued, discouraged or distracted from their studies because of their race or ethnicity. Mixed Messages describes contradictory messages participants received from family members which created an atmosphere of ambiguity about the value of college or which guided them away from college. The Themes of Affirmation included Positive Expectations, Respect and Equity, and Confirmation. Positive Expectations describes experiences in which influential others predicted successful academic outcomes for participants that encouraged college pursuits. Respect and Equity describes experiences of being valued, included, and welcomed in the college environment. Confirmation describes experiences which confirmed participants' motivations, acknowledged their academic successes, and sustained their participation in college. Through the contrasting experiences of negation and affirmation, participants experienced Identity Clarification because they were identified in the dual enrollment context as college students rather than as minorities. The findings are interpreted in the context of the literature.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Snow_2009_3385129.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237964
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectaffirmation
dc.subjectcommunity college
dc.subjectdual credit
dc.subjectdual enrollment
dc.subjectminority
dc.subjectnegation
dc.subjectnon-majority
dc.subjectpostsecondary option
dc.subjectcommunity college education
dc.subjectbilingual education
dc.subjecthigher education
dc.titleNegation and affirmation: the lived experience of non-majority students in a community college dual enrollment program
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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