“My voice matters”: Latinx students’ experiences in dual enrollment programs in rural North Carolina

Abstract

Nationwide, Latinx students access dual enrollment (completing college coursework while still enrolled in high school) at lower rates than their white peers. Research on dual enrollment programs is limited and what does exist does not account for rural Latinx students’ experiences. The purpose of this qualitative narrative inquiry was to understand how Latinx students experience dual enrollment as students in rural communities. Findings confirm the need for educational personnel, in both K-12 and higher education institutions, to build more inclusive and intentional relationships with Latinx rural high school students enrolled in college classes. The study reinforced the importance of family support in Latinx students’ pursuit of higher education, as well as the need for both greater racial/ethnic diversity among instructors and staff in higher education, and greater cultural competency from white-bodied instructors and staff.