A Generic Qualitative Study: Dual Enrollment Public School Students' Balancing Work-Life and College

Autor/in	Turner, Deborah A.
Titel	A Generic Qualitative Study: Dual Enrollment Public School Students' Balancing Work-Life and College
Quelle	(2018), (134 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4384-3450-9
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Dual Enrollment; Student Experience; Difficulty Level; Courses; Social Support Groups; Student Needs; Family Role; Peer Influence; Teacher Influence; College Faculty; High Schools; High School Students; Secondary School Teachers; Teacher Role; Counselor Role; Student Employment; Family Work Relationship; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Doppelstudium; Studienerfahrung; Schwierigkeitsgrad; Kursangebot; Social support; Soziale Unterstützung; Fakultät; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Lehrerrolle; Studentenarbeit
Abstract	The research topic for this study was how students enrolled in the dual enrollment programs described their perceptions of balancing high school, college, and work--life balance (WLB). The number of dual enrollment programs is growing and research on them continues to build. However, the existing research studies have not yet addressed the WLB experience of students through dual enrollment programs. This study attempted to fill that gap. The population was students in public schools in Florida and the sample was seven dual-enrolled students. The research methodology and design used for the study was a generic qualitative study that used semi- structured interviews and observations as the data collection methods. Open-ended questions were utilized to interview the participants in a private setting. A generic qualitative inductive thematic analysis was employed to analyze the data. From this, four themes emerged. The first theme was Academic Rigor of College Courses. The second theme was Social Support and Encouragement, which had five subthemes pertaining to family, classmates, college faculty support, high school support (e.g., teachers and counselors), and parental/guardian support. The third theme that emerged was Workplace Support, which had three subthemes pertaining to flexible work schedule, leadership support, and careers. The fourth theme that emerged was Work--Life Balance and all seven participants provided their perceptions pertaining to this theme. The themes and subthemes became apparent through the students' detailed descriptions of their experiences with their dual enrollment programs. The results invite further study as well as provide suggestions for future dual enrollment programs enrollees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01