Abstract
The number of high school students participating in dual enrollment programs has been steadily increasing, yet so have the equity gaps within these programs (Fink, 2024). Despite this growth, dual enrollment programs continue to struggle with enrolling students from historically minoritized backgrounds. Black students, for example, represent only 8% of dual enrollment participants (Fink, 2024). Students from historically marginalized groups face a variety of barriers that can impact both their academic success and personal well-being. These obstacles often arise from systemic inequities, underrepresentation, and limited support networks within predominantly white educational institutions. This case study will explore how these factors, alongside the rigor of college-level coursework taken during high school, could affect a Black student’s academic performance, self-esteem, and sense of belonging.
Keywords: dual enrollment, academic advising, minoritized first-generation student, belonging
Characters
Zuri (she, her, hers) – Zuri, a 17-year-old high school junior, is a first-generation, low-income Black student enrolled in a dual credit program that allows her to earn college credits while completing her high school education. As the first in her family to pursue higher education, Zuri feels a deep sense of responsibility to succeed. Her goal is to earn her associate’s degree through the program and transfer to a four-year university to continue her education.
Quinn (he, him, his) – Quinn is an academic advisor for the dual enrollment program at BBC, with several years of experience helping students navigate the transition between high school and college. A proud Black man from a middle-class family, he believes strongly in the value of hard work and determination. He enjoys working with high-achieving students and is passionate about helping them excel academically, drawing from his own experiences as a dedicated college student. However, his professional background has been shaped by his own privileges and his experiences working with students from affluent backgrounds, limiting his exposure to the unique challenges first generation and low-income students face.
Context
Bridgewater Community College (BCC) is a predominately white mid-sized institution located in a rural region in the Midwest. The college serves approximately 6,000 students annually, offering a diverse range of associate degree programs, technical certifications, and workforce development courses. With a strong focus on community engagement, Bridgewater prides itself on being an accessible and affordable option for students seeking to jumpstart their education and careers.
Case Study
Coming from a family background where college is not the norm, Zuri has faced challenges beyond the classroom. Financial stress is a constant concern, as her family struggles to make ends meet. To help support her household, Zuri juggles a demanding academic workload with a part time job. Despite limited resources, her strong work ethic, intelligence, and determination have allowed her to pursue higher education through a dual enrollment program. Although dual enrollment gives her an opportunity to pursue higher education it adds pressure for her to succeed and prove herself academically.
Although Zuri’s support network is limited, she brings a wealth of cultural knowledge and perspective to her school environment. As a first generation, low-income student of color, she often contributes valuable viewpoints shaped by her background, enriching discussions in her classes. However, many of her teachers and peers, though well-meaning, do not fully understand the unique struggles she faces. This often leaves Zuri feeling isolated at school, unsure of who to turn to for guidance and support. While her family is proud of her achievements, they are unfamiliar with the complexities of higher education, making it difficult for them to provide the academic and financial support she needs.
Despite her ability to persevere, Zuri finds herself overwhelmed by the weight of balancing her studies, financial responsibilities, extracurriculars, and the high expectations placed on her, both by herself and others. She is enrolled in five rigorous courses at BBC and is involved in the National Honors Society and Women in STEM club at her high school. She often stays up late completing assignments, resulting in chronic fatigue. The mental and emotional stress of being a high-achieving student from a marginalized background is beginning to take its toll.
One afternoon, Zuri has a meeting with BBC academic advisor, Quinn to discuss her progress. Although she had intended to talk to him about her struggles, when the time comes, she hesitates. Quinn congratulates her on her academic achievements and encourages her to keep pushing toward her goals, but he does not ask how she is managing the workload or if she is facing any challenges outside of academics. Zuri, not wanting to appear as if she is struggling, smiles and thanks him for his support. After the meeting, Zuri feels even more isolated. She wishes she could tell someone about the constant pressure she is under, the long nights spent studying, the financial stress, and the fear that she will not be able to handle it all. Without the right support or encouragement to open up, Zuri continues to internalize her struggles
The pressure intensifies when Zuri gets caught plagiarizing a paper in one of her college-level courses at BCC. She begins to question whether she can complete the program. She feels guilty for not meeting her own high expectations, and she worries that if she doesn’t succeed, she will let down not just herself, but her family.
A week later, Zuri schedules another meeting with Quinn to finally discuss her challenges and seek advice on managing her workload. However, when she arrives Quinn appears to be juggling several student meetings and only briefly reviews her academic progress, again praising her achievements without holistically checking in with her. However, Zuri’s current grades do not reflect the paper she plagiarized. Zuri does not feel like there is time to talk about her personal struggles, so she leaves the meeting without bringing them up.
Discussion Questions
- How might Quinn, create a more open and supportive dialogue? What questions or communication approaches could Quinn use to help Zuri feel more comfortable sharing her challenges?
- What strategies could Quinn utilize to better assess Zuri’s needs and provide her with resources that align with her specific challenges?
- How can Quinn support Zuri as she works to prioritize and manage her academic and personal responsibilities? How can he collaborate with her to set realistic, achievable goals that align with her strengths and current challenges?
- How might others (high school counselor, student conduct hearing officer, faculty, etc.) engage with Zuri to help find her support and resources?
Author Bio
Alexus Hughes (she/her/hers) is a second-year graduate student at Northern Illinois University’s (NIU) perusing a Master’s of Higher Education and Student Affairs. She currently serves as a graduate assistant in the Academic Advising Center at NIU.
References
Fink, J. (2024, August 26). How many students are taking dual enrollment courses in high school? New National, state, and college-level data. Community College Research Center. https://ccrc.tc.columbia.edu/easyblog/how-many-students-are-taking-dual-enrollment-courses-in-high-school-new-national-state-and-college-level-data.html#:~:text=Black%20students%2C%20which%20made%20up,every%20state%20except%20for%20Massachusetts.