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ERIC Number: EJ1095717
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1542-3077
(Un)Intended Consequences: The First-Year College Experience of Female Students with Dual Credits
Tobolowsky, Barbara F.; Allen, Taryn Ozuna
Journal of The First-Year Experience & Students in Transition, v28 n1 p27-47 2016
Using Merton's (1957) anticipatory socialization theory, this qualitative study explored how participation in dual credit in high school helped introduce 12 female students to the academic and social aspects of college to ease their first-year transitions. These students, who entered one Texas university with between 15 and 78 dual credits, appreciated saving money and getting a head start on college course requirements. However, the number of dual credits earned also affected students' course options, minor and major selections, and social opportunities. The paper discusses recommendations for practice and future research.
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas