Voices from The Void is a cross case study analysis/synthesis of a cohort of former Dual Enrollment Post-Secondary Enrollment Option students who share in matriculation at the same 4- year university dual enrollment program. The purpose of this study is to learn of dual enrollment students' experiences with composition beginning at the site of high school-to-college transition, continuing throughout college, and as professional writers. This study utilizes user experience (UX) as storytelling, as well as cultural rhetorics as methods to center the voices of the former dual enrollment students as users of composition. UX method of storytelling though Journey Mapping is used to create a visual of the journeys Black and BIPOC Dual Enrollment users may encounter interacting in commonplaces which represent composition's thresholds-- the classrooms, spaces, and places often within predominantly white institutions (PWIs). Autoethnography is used to represent researcher positionality as stories of my own experiences as a user of composition as a Black returning student, Black graduate student, Black writing consultant/tutor, and Black secondary literacy teacher are juxtaposed. Through qualitative staged interviews, and cross-checks over the spring and summer of 2021, I collected stories of former Dual Enrollment Users (DEU), and their interactions while crossing composition's thresholds. These stories revealed common encounters experienced as we all journeyed across some of the thresholds--racial violence while literacy learning. Based on these findings, Racial Storytelling was used as a method to tell our collective stories to gain a deeper understanding centralizing Black and BIPOC voices who experience this racialization.
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