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 |
| 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 |
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