| This dissertation seeks a theoretical rationale for policymakers' and educators' enthusiasm for dual enrollment programs as a way to encourage student persistence in postsecondary education. In dual enrollment, high school students take college courses and receive college credit. Using qualitative methods, this dissertation explores whether dual enrollment might serve as a location in which students learn about the role of college student and come to identify with the role. Identity theory posits that, if this is the case, dual enrollment might encourage postsecondary persistence.; The study explores students in their first semester of New York City's dual enrollment program, College Now. I interviewed 26 students at the beginning, middle, and end of their dual enrollment course. I also conducted classroom observations throughout the semester, as well as interviews with high school- and college-based staff and program alumni.; I conclude that dual enrollment encourages students to learn about the college student role and, under some circumstances, helps students integrate the role into their self-concepts. Seventeen of the 26 students shifted their conceptions of the role of college student, as indicated by their more accurate descriptions of the role in their third interview. Twelve students also integrated the role of college student into their self-concepts. Both of these outcomes were influenced by the authenticity of the College Now course in which students enrolled and students' perceptions of the college-like nature of the course.; Changes in participants' role conceptions and identities were encouraged by a number of mechanisms. As predicted by identity theory, College Now was an environment in which students engaged in anticipatory socialization and role rehearsal; this, in turn, supported role-related changes. In addition, I identified two other mechanisms encouraging such changes, trial-and-error and cognitive interpretation of individual experiences. These mechanisms highlight the importance of agency in the identity-change process.; The dissertation concludes by discussing theoretical implications of the findings for both dual enrollment programs and for identity theory. I also offer implications of the findings for programs and policymakers and directions for future research. |
