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White Resistance, White Complacency: The Absent-Presence of Race in the Development of Dual Enrollment Programs


Abstract This dissertation investigates the origins of dual enrollment (DE) writing courses that give students the opportunity to receive college credit for writing in high school. While no previous research dates DE programs to before the 1970s, this dissertation analyzes the development of the self-proclaimed “longest-running” DE program that began at the University of Connecticut in 1955. In this work, I contend that the University of Connecticut’s DE program began as a complacent act that further advanced already privileged (white affluent) students and further marginalized students of color, which extends marginalizing aspects of the origins of the first-year writing requirement.

I first establish the historical, social, and political context... (more)
Created Date 2018
Contributor Moreland, Casie (Author) / Miller, Keith D. (Advisor) / Rose, Shirley K. (Committee member) / Farris, Christine R. (Committee member) / Arizona State University (Publisher)
Subject Rhetoric / History / Critical Race Theory / Dual Credit / Dual Enrollment / Dual Enrollment History / Rhetoric and Composition History / Whiteness Theory
Type Doctoral Dissertation
Extent 174 pages
Language English
Copyright
Note Doctoral Dissertation English 2018
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis