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

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 firstyear bridge programs for high-achieving Black, Indigenous, and people of color students, but critically questions the relationship between hegemonic Whiteness and true equity.