Date of Award
5-6-2026
Access Restriction
Dissertation
Degree Name
Doctorate in Education
Department
Education
School or College
School of Education
First Advisor
William Perez
Second Advisor
Cynthia Alcantar
Third Advisor
Juan Lopez
Abstract
This study examined the first-year experiences of first-generation Latinx students from rural communities who are alumni of a dual enrollment (DE) program, with a focus on their transition into higher education. Guided by the following research questions, (1) How do first-generation students of color reflect on the challenges and successes in their first year at a four-year institution as alumni of high school DE programs? and (2) How can insights from their experiences inform improvements to DE programming?, this study aimed to uncover both the benefits and barriers these students encounter. Through qualitative interviews with eight students, the study explored the complex role that cultural and social capital play in shaping their academic and social navigation. Three key themes emerged: Embracing the Unknown, capturing students’ initial decisions to join the DE program despite limited information; The Learning Curve: Academic and Social Transitions, exploring the challenges of adapting to the rigor and social norms of college; and The Duality of Dual Enrollment, reflecting on both the access DE provides and the gaps in preparation and support it leaves unaddressed. The study highlighted how DE programs can unlock meaningful opportunities for students, yet also underscored that access alone does not guarantee inclusion or long-term success. These insights are especially significant for institutions and practitioners working with students in rural and agricultural areas, where educational resources and college-readiness infrastructures are often limited. This research contributes to the growing body of literature on college transitions, offering critical implications for how DE pathways can be more intentionally structured to support first-generation students of color beyond the point of access.
Recommended Citation
Diaz, Dulce, "Access Does Not Equal Inclusion: Examining the First-Year College Experience of First?Generation Latinx Dual Enrollment Alumni From Rural Communities" (2026). LMU Theses and Dissertations. 1374.
https://digitalcommons.lmu.edu/etd/1374
