This qualitative study examined the educational and career plans of a sample of urban minority high school students who voluntarily participated in a dual enrollment program at a private, technology-based community college in a metropolitan center in the northeastern United States. This program allows students to take college courses in science, technology, and mathematics while still enrolled in high school. Seven female students and five male students in the program were interviewed using consensual qualitative research (CQR) methodology. In response to the interview protocol, the participants tended to discuss the role of career planning, self-knowledge, school engagement, and motivation as key factors in their experience of the dual enrollment program. The success of this program and the personal characteristics of the students interviewed provided valuable insight into avenues for educational and career interventions.
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