scholarly journals Student Social Class Identity Development: A Perspective on Dual Credit Programming

2021 ◽  
Vol 6 (2) ◽  
pp. 90-98
Author(s):  
Alexandrea Horton
Keyword(s):  
Social Class ◽  
Identity Development ◽  
Dual Credit ◽  
Educational Experiences ◽  
Student Identity ◽  
Class Identity ◽  
Adolescent Students ◽  
Credit Program ◽  
Credit Programs ◽  
Dual Credit Programs

Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.

scholarly journals Dual Credit Compliance Issues with COVID-19

2020 ◽  
Vol 5 (S1) ◽  
pp. 35-41
Author(s):  
Alexandrea Horton
Keyword(s):  
High School ◽  
High Schools ◽  
School Leaders ◽  
Dual Credit ◽  
Learning Modalities ◽  
Instructional Procedures ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
New Challenges ◽  
Technology Resources

High school leaders are facing new challenges regarding dual credit programs and the COVID-19 emergency. Conflicting with traditional instructional procedures, school reopening policies have many high schools implementing various remote learning modalities of instruction. High school leaders must adjust their dual credit university partnership procedures to reflect these new conditions, ensuring students and instructors have access to necessary technology resources.

The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment

2000 ◽  
Vol 1 (4) ◽  
pp. 377-398 ◽  
Author(s):  
Timothy A. Delicath
Keyword(s):  
Advanced Placement ◽  
Goal Attainment ◽  
Dual Credit ◽  
Placement Testing ◽  
College Credit ◽  
Saint Louis ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
Logistic Regressions ◽  
Linear Regressions

This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.

Understanding Dual Credit Programs: Perspectives from Faculty, Staff, and Administrators

2019 ◽  
Vol 44 (8) ◽  
pp. 584-594
Author(s):  
Hugo A. Garcia ◽  
Dustin Eicke ◽  
Jon McNaughtan ◽  
Yvonne Harwood
Keyword(s):  
Dual Credit ◽  
Credit Programs ◽  
Dual Credit Programs

Initial Validation of the Social- Class Identity Dissonance Scale

2008 ◽  
Author(s):  
Mary L. Nelson ◽  
Kelly L. Huffman ◽  
Stephanie L. Budge ◽  
Rosalilla Mendoza
Keyword(s):  
Social Class ◽  
Class Identity ◽  
Initial Validation ◽  
The Social

Doing Bodhisattva’s Work

2020 ◽  
Vol 15 (4) ◽  
pp. 4-32
Author(s):  
Le Hoang Anh Thu
Keyword(s):  
Social Interaction ◽  
Social Class ◽  
Social Status ◽  
Social Stratification ◽  
Social Groups ◽  
The State ◽  
Ho Chi Minh City ◽  
Class Identity ◽  
The Social

This paper explores the charitable work of Buddhist women who work as petty traders in Hồ Chí Minh City. By focusing on the social interaction between givers and recipients, it examines the traders’ class identity, their perception of social stratification, and their relationship with the state. Charitable work reveals the petty traders’ negotiations with the state and with other social groups to define their moral and social status in Vietnam’s society. These negotiations contribute to their self-identification as a moral social class and to their perception of trade as ethical labor.

scholarly journals My Sister, Our Stories: Exploring the Lived Experience of School Leavers through Narrative and Poetics

2015 ◽  
Author(s):  
C. Davis ◽  
Jennifer Pepperell
Keyword(s):  
Social Class ◽  
Lived Experience ◽  
Adult Female ◽  
Narrative Analysis ◽  
Life Experiences ◽  
Educational Experiences ◽  
Sibling Relationship

The purpose of this study was to explore the educational experiences of two adult female siblings who are both school leavers. Through the use of thematic narrative analysis, sibling narratives and poetic re-presentations, their stories were developed. These stories represent the participants’ experiences of prior schooling and their current commitments to education. While each story conveyed a profound similarity in terms of prior schooling, contrasting narratives were illustrated through description of transitional moments and sibling relationship. The analysis also explored the intersections of race, gender, and social class within educative moments of the life experiences of the participants.

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