Trost, Jennifer2016-08-192016-08-192016-05https://hdl.handle.net/11299/181679University of Minnesota Ph.D. dissertation. May 2016. Major: Organizational Leadership, Policy, and Development. Advisors: Jarrett Gupton, Rebecca Ropers-Huilman. 1 computer file (PDF); viii, 293 pages.A mixed methods analysis was used to identify whether or not dual enrollment programs perpetuated or disrupted structural racism for Minnesota’s students of color. The quantitative analysis reviewed state-wide patterns of dual enrollment participation by students of color. Disparities in participation existed for students of color throughout the state, regardless of school type, composition, and location suggesting a perpetuation of structural racism. The quantitative analysis led to the selection of cases for the qualitative analysis, a multi-site case study. This multi-case study focused on two urban, high-minority high schools. The analysis reviewed the policies and practices utilized in promoting and recruiting students into dual enrollment programs, emphasizing the college-going culture and the vision or direction of the dual enrollment program. The qualitative study’s findings suggest strength of the college-going culture, vision and placement of dual enrollment courses, and composition of the courses effected access and enrollment for participants of color. Overall, Minnesota’s students of colors are often overlooked for advanced or dual enrollment courses, but some high-minority high schools have implemented practices to overcome structural racism. Thus, uneven access and participation occurs for the state’s students of color.encollege-going cultureconcurrent enrollmentdual enrollmentpostsecondary partnershipsracismstudents of colorThesis or Dissertation