Skip to Content

Coronavirus: Get complete details about the university's response to COVID-19.

National Resource Center for The First-Year Experience and Students in Transition

Publication Details

(Un)Intended Consequences: The First-Year College Experience of Female Students With Dual Credits


Author(s): Tobolowsky, B. F., & Ozuna, T. A.

Citation: Tobolowsky, B. F., & Ozuna, T. A. (2016). (Un)Intended Consequences: The First-Year College Experience of Female Students With Dual Credits. Journal of The First-Year Experience & Students in Transition, 28(1), 27-41.

 

Abstract

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.

 

View Publication   


Challenge the conventional. Create the exceptional. No Limits.

©