Dual Enrollment: an Analysis of Persistence, Ethnicity and Gender
Location
Higher Education: Assessment and Well-Being - Preston 2
Proposal Track
Research Project
Session Format
Presentation
Abstract
There is a need to quantitatively relate student demographics along with dual enrollment program participation and analyze those associations on postsecondary academic persistence. This task is made more difficult in that there is limited foundation research in these areas. Further, dual enrollment programmatic guidelines differ between states. The field of educational psychology is concerned with the efficiency of educational programs and their effects on student retention. This study seeks to answer whether dual enrollment status, gender, and ethnicity are significantly associated with academic postsecondary academic persistence. Q1 asks if gender is associated with postsecondary academic persistence. Q2 asks if ethnicity is associated with academic postsecondary academic persistence. Q3 asks if dual enrollment is associated with academic postsecondary academic persistence. Using data from the Beginning Postsecondary Studies 04:09, the chi-square test of independence was used to determine functional associations. It was determined that gender is significantly associated with postsecondary academic persistence.
Keywords
dual enrollment; ethnicity; gender; persistence; higher education
Professional Bio
Dr. Sherida Habersham currently serves as Chair of the Business Division at Brewton-Parker College; ranking as an Associate Professor of Business. She is also the owner of Sherida Habersham and Associates; an educational consulting firm. Dr. Habersham has over 20 years of experience in higher education. She has served as the Senior HRIS Analyst for the University System of Georgia, Systems Analyst, Instructor of Information Systems, and the Director of High School Initiatives. She started her career in private industry as an Applications Developer and Quality Systems Analyst for the Husquvarna Group. She has a Ph.D. in Educational Psychology, Post Master's Certificate in Information System, Master's of Business Administration (MBA) and a BS in Computer Information Systems.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Habersham, Sherida, "Dual Enrollment: an Analysis of Persistence, Ethnicity and Gender" (2019). Georgia Educational Research Association Conference. 39.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/39
Dual Enrollment: an Analysis of Persistence, Ethnicity and Gender
Higher Education: Assessment and Well-Being - Preston 2
There is a need to quantitatively relate student demographics along with dual enrollment program participation and analyze those associations on postsecondary academic persistence. This task is made more difficult in that there is limited foundation research in these areas. Further, dual enrollment programmatic guidelines differ between states. The field of educational psychology is concerned with the efficiency of educational programs and their effects on student retention. This study seeks to answer whether dual enrollment status, gender, and ethnicity are significantly associated with academic postsecondary academic persistence. Q1 asks if gender is associated with postsecondary academic persistence. Q2 asks if ethnicity is associated with academic postsecondary academic persistence. Q3 asks if dual enrollment is associated with academic postsecondary academic persistence. Using data from the Beginning Postsecondary Studies 04:09, the chi-square test of independence was used to determine functional associations. It was determined that gender is significantly associated with postsecondary academic persistence.
