The Impact of Dual Enrollment on Educational Aspirations of Traditionally Underrepresented Students in Community College

This research study examined the difference in academic motivation and academic self-efficacy of traditionally underrepresented students in community college who previously participated in high school dual enrollment programs versus their comparable peers without dual enrollment experience. This is important given the socio-economic disparities between the various student groups participating in this selective college preparatory program. Historically, traditionally underrepresented students have yet to participate in dual enrollment programs commensurate with their non-minority and affluent peers. By examining the difference between these two specific student subgroups, the researchers addressed what types of motivation and self-efficacious behaviors affected these college students who opted to participate in dual enrollment or not. The researchers used a quantitative, non-experimental survey strategy to address the three research questions. Data were collected from 235 traditionally underrepresented students at four community colleges in southeastern Virginia after their first semester in higher education. The research showed that regardless of dual enrollment experience, these students had high confidence in their self-efficacy and tended to be extrinsically motivated regarding their academic outcomes and educational aspirations. This information can assist high school and community college officials in developing strategies and policies to recruit and increase participation in dual enrollment by traditionally underrepresented students. Greater participation in dual enrollment could subsequently increase enrollment in higher education in Virginia.