Dissertation - Public Access
Ed.D. Doctor of Education
Higher Education Leadership
This qualitative research study investigated the perceptions of support during the college choice process of former CTE dual-enrollment students at one technical college campus. In addition, it examined the types of support participants received as they progressed through the three-stage college choice process (predisposition, search, and choice). Interviews were conducted with eight former CTE dual-enrollment students from a technical college campus. Each participant completed a demographic survey and was asked 15 interview questions that coincide with the three stages of the college choice process. Finally, the data was analyzed and coded to develop a thematic findings structure.
The study resulted in three overarching conclusions. First, involvement in CTE dual-enrollment gave the participants the avenue to connect personal interests to career and college. Second, the level and type of support differed through each stage of the college choice process. Parents, family, and friends were the prominent supporters during the predisposition stage. During the search stage, relationships with guidance counselors, teachers, and institutional staff supported all participants. During the choice stage, most participants reviewed factors regarding the college and received support from institutional staff, faculty, and students, which influenced their decision. Lastly, all participants stated that the relationships and support received while enrolled in post-secondary institutions motivated persistence in advancing degrees. Faced with financial challenges, students set a goal to complete their degrees by matriculating to the articulating state college. Participants attributed their motivation to those individuals who gave them the confidence to believe in themselves and improve their lives.
Dakers Lynch, Robin, "Prestige vs Practicality: Transition of Dual Enrollment Secondary Students to Post-Secondary Options: A Case Study" (2021). Dissertations. 604.
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