“I Didn’t Become a Professor to Teach High School”: Examining College Educators’ Perceptions of Culture in Early College High Schools

Amanda L. MolletUniversity of Iowa, Iowa CityCorrespondence[email protected]

https://orcid.org/0000-0002-3173-7940 View further author information

Matthew J. StierUniversity of Iowa, Iowa CityView further author information

Jodi L. LinleyUniversity of Iowa, Iowa City

https://orcid.org/0000-0003-1758-9520 View further author information

Leslie A. LockeUniversity of Iowa, Iowa CityView further author information

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Marissa Moreno, Lyle McKinney, Virginia Snodgrass Rangel, Andrea Burridge & Vincent D. Carales. (2023) The Impact of Academic Momentum on Postsecondary Matriculation among Early College High School Students. Community College Journal of Research and Practice 47:4, pages 307-326.
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Dustin Hornbeck & Julia C. Duncheon. (2022) “From an ethic of care to queer resistance”: Texas administrator and teacher perspectives on supporting LGBTQ students in secondary schools. International Journal of Qualitative Studies in Education 0:0, pages 1-17.
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“I Didn’t Become a Professor to Teach High School”: Examining College Educators’ Perceptions of Culture in Early College High Schools

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“I Didn’t Become a Professor to Teach High School”: Examining College Educators’ Perceptions of Culture in Early College High Schools

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