Demonstrating Care: The Role of Community College Dual Credit Instructors in Supporting Student Success

ABSTRACT The purpose of this study was to understand how dual credit instructors, who were employed by a Texas community college district, perceived and demonstrated care in classrooms with high school students. Using Noddings’ definition of care, we explored the instructors’ approaches and practices to offering academic support and emotional safety, honoring students’ potential for success, and setting and maintaining high expectations while showing flexibility and understanding. Through one‐on‐one, semi‐structured interviews with 21 dual credit instructors, we found that instructors demonstrated care by being available, easily accessible, and vulnerable. They also intentionally infused kindness and flexibility to create a caring classroom environment. Instructors valued the promise and potential of each student, often seeing themselves as guides or coaches vital to shaping college‐going aspirations. They coupled their efforts with clear communication about college‐level expectations. Recommendations for practice and future research are shared.