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Tobolowsky, Barbara F.; Allen, Taryn Ozuna – Journal of The First-Year Experience & Students in Transition, 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,…
Descriptors: Qualitative Research, Dual Enrollment, Student Adjustment, Females