EdTrust-West is committed to uplifting original research on the intersectional experiences of students across race, income, gender, and language, to advance policies and practices that dismantle barriers to success embedded in the California education system. In addition to our own research, we are proud to highlight the work of others in the field by way of our Research in Brief series or guest blogs.
This guest blog is written by Ángel de Jesús González (they/them), an Assistant Professor of Higher Education Administration and Leadership at the California State University, Fresno. The blog reflects findings from their recent research, which employed a path analysis using data from the High School Longitudinal Study of 2009 to examine how experiences with school staff impact first-generation queer and trans students’ school engagement, high school GPA, and postsecondary enrollment. For more on EdTrust-West’s work on expanding dual enrollment access for marginalized students, click here.
Strengthening Postsecondary Education Pathways for Student Groups Who Have Been Shut Out
Early college access programs like dual enrollment have the potential to be a powerful lever for boosting student success and helping California meet the state’s goal of reaching 70% degree attainment by the year 2030. For the state to meet such a goal, however, state and local leaders will have to directly support groups who continue to be shut out of educational opportunities, including students of color, first-generation students, and queer and trans students. Especially as the federal administration openly attacks these students’ rights, California must be unwavering in its commitment to provide and protect meaningful opportunities for all of its residents.
Nearly one in ten Californians (9.5%) identify as LGBTQ+ – a higher share than the national average (8.3%) and one that surpasses any other highly populated state. Furthermore, a third (33%) of queer and/or trans (QT) people attended community colleges at some point as an on-ramp to attaining their educational goals. Research suggests that queer and trans students have high educational aspirations but are discouraged from pursuing higher education by less-than-welcoming, and sometimes outright discouraging, experiences along their educational pathways.
Recently, the California Community Colleges (CCC) have taken steps to remove barriers blocking students’ path to college by implementing student equity plans and increasing access to dual enrollment, guided pathways, and placement into credit-bearing courses. But these policies often fail to explicitly account for the fact that queer and trans students are navigating unique, often compounded pressures as they seek to fulfill their educational dreams. To reach students earlier with on-ramps to promising postsecondary pathways, intentional expansion of dual enrollment is key.
Dual enrollment programs have the potential to dramatically increase access to college degrees for queer and trans students. To seize that potential, high schools and community colleges should seek lessons from early adopters of inclusive and equitable dual enrollment programs and make it a priority to support participation by underrepresented student groups. Critically, adults working in schools act as gatekeepers, and have the power to either block the way or help pave a smooth path for underrepresented students – students like Alex Martinez.
Student Case: Meet Alex Martínez (They/Them)
Alex Martínez is an 18-year-old first-generation, non-binary Latinx student from a working-class immigrant family in Los Angeles, California. Their parents, originally from Mexico, work long hours—one as a janitor and the other as a line cook—to support the family. While Alex’s parents value education, they are unfamiliar with the U.S. college system, leaving Alex to navigate the process largely on their own.
Alex attends a predominantly Latinx public high school with limited LGBTQ+ resources. They excel in English and social sciences, maintaining a 3.8 GPA despite dealing with frequent homophobia and transphobia from peers and occasional misgendering by teachers. They are actively involved in the school’s Gay-Straight Alliance (GSA), often serving as an informal mentor to younger queer students.
In a pivotal moment, Alex notices a flyer about dual enrollment opportunities at the local community college while walking through the hallway. Excited about the possibility of earning college credit early, they decide to visit their school counselor, Mr. Thompson, to learn more.
Alex: "Hi, Mr. Thompson! I saw the flyer about dual enrollment, and I think I’d really like to sign up. I’m interested in taking a sociology or writing class at the community college."
Mr. Thompson (smiling, but dismissive): "Oh, that’s great! But you know, dual enrollment can be pretty challenging. You sure you’re ready for college-level coursework? These classes are really rigorous, and we usually encourage the top students to apply. Maybe you should focus on finishing high school first, okay?"
Alex (a little confused but still hopeful): "Well, I have a 3.8 GPA, and I’m already taking AP English. I think I can handle it."
Mr. Thompson (leaning back in his chair): "Well, I guess that’s fine. But listen, college professors don’t really ‘go easy’ on students. They won’t accommodate, you know, personal preferences—like if you have special needs or things like that. It’s a different world."
Alex (shifting uncomfortably): "Um… what do you mean?"
Mr. Thompson (chuckling slightly): "You know, college is serious. Professors aren’t going to be, uh, adjusting everything for… different identities. It’s best if students just focus on their work and not get too caught up in that stuff. You’ll want to make sure you can handle that kind of environment."
Alex (feeling frustrated and dismissed): "Right… okay. So, what’s the next step? How do I sign up?"
Mr. Thompson (sighing): "Well, I mean, if you really want to try, I can give you the paperwork. But make sure your parents sign off. You’ll also need to talk to the professor yourself if you have, you know, special concerns."
Alex takes the paperwork, but the excitement they originally felt is now mixed with doubt and frustration. They wonder if they’ll really be welcomed in a college classroom or if they’ll face the same kind of subtle pushback they just experienced. On their way back to class, they run into Ms. Rodriguez, their English teacher.
Ms. Rodriguez: “Oh, hey, Alex! You okay? You look like you’ve got a lot on your mind.”
Alex: “Yeah, I’m fine. I just... I don’t know. I’m excited about dual enrollment, but now I’m feeling kinda unsure. Like, what if I don’t fit in? What if the same stuff happens in college that happens here? I don’t know if I can handle that again.”
Ms. Rodriguez: “I get it, Alex. You’re stepping into something new, and that can feel really overwhelming. What kind of stuff are you worried about?”
Alex: “Well, I just got the paperwork for my classes, but… I keep thinking about how I’ve had to deal with microaggressions, or people just not getting it, you know? What if college isn’t any different?”
Ms. Rodriguez: “I totally hear you. It’s hard when you’ve had those experiences, especially when you’re just trying to figure things out. But the college environment can be different. There are actually LGBTQ+ support networks at community colleges, and they’re really dedicated to making sure everyone feels welcomed. Have you thought about connecting with any of them?”
Alex: “I’m not sure. I don’t even know where to start. It feels like one more thing to figure out, and I don’t want to feel like an outsider.”
Ms. Rodriguez: “You don’t have to figure it all out alone. I can help you connect with the LGBTQ+ advisor at the community college. They’ll help you get settled, find other students like you, and make sure you feel supported. Trust me, there’s a lot more space for you than you might think.”
Alex: “That sounds like it could help... but what if I still don’t fit in? What if it’s not what I’m hoping for?”
Ms. Rodriguez: “I know it’s scary, but you won’t be alone in that classroom. You’ve already taken a huge step by looking into dual enrollment. And the LGBTQ+ services are there for students like you—people who might have doubts but still want to succeed and find their place. You deserve that space. You belong.”
Alex: “Thanks, Ms. Rodriguez. I guess I just needed to hear that…”
Ms. Rodriguez: “Anytime, Alex. You’ve got this, okay? Just take it one step at a time. And remember, I’m here to help you with whatever you need. College can be a whole new experience, but you’re not going through it alone.”
Alex: “I’ll try to remember that. Thanks for being there for me.”
Ms. Rodriguez: “Of course! I’ll get you in touch with the advisor. You’re going to do great things—just believe in yourself.”
Reflections and Institutional Barriers
Scenarios like the one Alex encountered are not uncommon. Alex’s experiences illustrate how microaggressions—such as questioning of their academic readiness, implying that their gender identity is a ‘preference,’ and downplaying the importance of inclusivity in college—create barriers for first-generation queer and trans students. Alex’s story exemplifies how intersecting identities—first-generation, Latinx, and non-binary—shape their educational journey and the critical role of teachers like Ms. Rodriguez, who researchers refer to as “validating agents,” in their path to college. However, not all students have a validating agent to counteract these barriers, emphasizing the importance of systemic change in dual enrollment advising and policies.
Policy & Practice Implications of First-Generation Queer and Trans Validation in Dual Enrollment
Dual enrollment programs can offer a unique opportunity to support first-generation queer and trans (QT) students if school and college staff and leadership consistently connect individual affirmations to institutional resources. Given the structural barriers queer and trans students face, each and every interaction with a validating agent plays the vital role of taking inclusive policies and transforming them into actions.
Below are key recommendations connecting the research findings to immediate actions practitioners and policymakers can take to expand dual enrollment access and participation for first-generation queer and trans students:
1. Expanding QT Affirming Practices and Strengthening Support Services in Dual Enrollment Programs
- Professional Development for Educators: Dual enrollment educators (both high school and college-level) should receive training on QT inclusivity, ensuring that courses are taught in affirming environments. Training should include gender-inclusive language, awareness of QT students’ unique challenges, and strategies for fostering belonging. Educators in high school should become familiar with resources available to their dual-enrolled students in their partnering community college.
- QT Representation and Curriculum: Colleges should integrate QT perspectives into dual enrollment courses, particularly in English, history, and social sciences. This ensures that QT students see themselves reflected in their academic experiences across the curriculum, educators, and leaders.
- Orientations: There should be an onboarding for students to understand the responsibility of each partner and the resources available both in high school and their partnering college. QT students in dual enrollment often take classes on college campuses but may not know about available resources. Colleges should ensure that centers and student support services are accessible to dual enrollment high school students, providing mentorship, community, and academic support.
Ready to strategically expand dual enrollment access in your school community? Check out this Practitioner Guide on Mapping Your Team, Setting Goals, and Assessing the Dual Enrollment Experience from EdTrust-West and Career Ladders Project.
2. Improving Access and Retention for First-Generation QT Students
- Targeted Recruitment and Outreach: Many first-generation students are unaware of dual enrollment opportunities. Schools should develop QT-inclusive outreach strategies, including working with GSAs, QT centers, and first-gen programs to ensure that these students have access to dual enrollment information.
- Financial and Logistical Support: Dual enrollment courses often require fees, transportation, and additional resources. Policies should ensure that costs do not create barriers for low-income, first-generation QT students by offering fee waivers, zero cost-textbooks, and transportation assistance.
- Mental Health Support: Given the higher rates of stress and anxiety among QT youth, dual enrollment programs should coordinate with high school counselors and college mental health services to provide accessible, affirming mental health resources for students.
Need some guidance to get started with effective and inclusive dual enrollment outreach to students? Use this Practitioner Guide on Student Recruitment and Communication Strategies from EdTrust-West and Career Ladders Project.
3. Family Engagement and Education on Dual Enrollment
- Culturally Relevant Parent Workshops: First-generation QT students may struggle with family acceptance. Colleges and school districts should host bilingual, culturally relevant workshops that explain dual enrollment benefits, help parents and caregivers navigate college pathways, and encourage positive discussions about educational aspirations.
- Parent & Caregiver Validation as a Success Factor: Discussions with parents and caregivers about college positively impact enrollment rates. Dual enrollment programs should offer guidance to parents and caregivers on how to support their QT children, even if they are unfamiliar with QT identities.
Ready to reach out to students and families to jumpstart more inclusion in dual enrollment? Check out this Practitioner Guide on Reaching Students and Families: Conversations and Information Sessions from EdTrust-West and Career Ladders Project.
California’s focus on expanding dual enrollment is clearly a positive step forward in expanding college access. What’s next for those efforts must include a robust framework of QT-affirming policies, culturally responsive outreach practices that support students of color, proactive family engagement strategies, and comprehensive institutional support. Universally embedding these components within dual enrollment programs will help the state truly leverage the intention of dual enrollment expansion. A dual enrollment experience that prioritizes equity, inclusion, and belonging will not only improve participation rates among first-generation QT students and other student groups who have been shut out, it will also ensure that they persist in higher education and thrive in their academic journeys – benefiting students, their families, and California as a whole.
Acknowledgements: The author wishes to acknowledge their collaborators in the original publication, which inspired this piece. To the Queer Trans People in Education (QTPiE) Emerging Scholars 2022 cohort, Pearl Lo, Taylor Lewis, Danielle N. Aguilar, Jude Paul Matias Dizon, and Jason C. Garvey, gracias.
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