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Noncredit Coursework in a First-Year Bridge Program for Racially Minoritized Students: Benefit or Barrier?

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Title: Noncredit Coursework in a First-Year Bridge Program for Racially Minoritized Students: Benefit or Barrier?
Language: English
Authors: Ashton R. Cooper (ORCID 0000-0001-6684-444X), Courtney L. Luedke (ORCID 0000-0002-5709-0815), Gresham D. Collom (ORCID 0000-0002-8598-5835)
Source: Journal of Diversity in Higher Education. 2026 19(1):89-97.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Noncredit Courses, Transitional Programs, Minority Group Students, Required Courses, Program Effectiveness, Student Attitudes, Teacher Attitudes, Alumni, Attitudes, Racism, Equal Education, Whites, Developmental Studies Programs, Student Diversity, Culturally Relevant Education, College Freshmen
DOI: 10.1037/dhe0000636
ISSN: 1938-8926
1938-8934
Abstract: In this single-case study, we critically explored the value of mandatory noncredit developmental coursework in a first-year bridge program, Project Scholar, for Black, Indigenous, and people of color students. Study data included 28 interviews with program participants, alumni and staff, review of program documents, and observations. Our findings highlighted how Project Scholar provided a valuable opportunity for Black, Indigenous, and people of color students and contributed to improved socialization and success in college. However, we identified potential pitfalls associated with the noncredit coursework required by the program. Grounded by Milner's framework bridging critical race theory and interest convergence in education, we examined how systemic racism/Whiteness may have impacted the development of Project Scholar, specifically the program's noncredit coursework requirement. Our article acknowledges the benefits of first-year bridge programs for high-achieving Black, Indigenous, and people of color students, but critically questions the relationship between hegemonic Whiteness and true equity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506452
Database: ERIC
FullText Text:
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  Data: Noncredit Coursework in a First-Year Bridge Program for Racially Minoritized Students: Benefit or Barrier?
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  Data: <searchLink fieldCode="AR" term="%22Ashton+R%2E+Cooper%22">Ashton R. Cooper</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6684-444X">0000-0001-6684-444X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Courtney+L%2E+Luedke%22">Courtney L. Luedke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5709-0815">0000-0002-5709-0815</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gresham+D%2E+Collom%22">Gresham D. Collom</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8598-5835">0000-0002-8598-5835</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2026 19(1):89-97.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 9
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Noncredit+Courses%22">Noncredit Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Alumni%22">Alumni</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Whites%22">Whites</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink>
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  Data: 10.1037/dhe0000636
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  Data: 1938-8926<br />1938-8934
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this single-case study, we critically explored the value of mandatory noncredit developmental coursework in a first-year bridge program, Project Scholar, for Black, Indigenous, and people of color students. Study data included 28 interviews with program participants, alumni and staff, review of program documents, and observations. Our findings highlighted how Project Scholar provided a valuable opportunity for Black, Indigenous, and people of color students and contributed to improved socialization and success in college. However, we identified potential pitfalls associated with the noncredit coursework required by the program. Grounded by Milner's framework bridging critical race theory and interest convergence in education, we examined how systemic racism/Whiteness may have impacted the development of Project Scholar, specifically the program's noncredit coursework requirement. Our article acknowledges the benefits of first-year bridge programs for high-achieving Black, Indigenous, and people of color students, but critically questions the relationship between hegemonic Whiteness and true equity.
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  Data: 2026
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  Data: EJ1506452
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        Value: 10.1037/dhe0000636
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 89
    Subjects:
      – SubjectFull: Noncredit Courses
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Required Courses
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Alumni
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Whites
        Type: general
      – SubjectFull: Developmental Studies Programs
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      – SubjectFull: Student Diversity
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: College Freshmen
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    Titles:
      – TitleFull: Noncredit Coursework in a First-Year Bridge Program for Racially Minoritized Students: Benefit or Barrier?
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