A Qualitative Examination of Early College High School Students' Academic and Interpersonal (In)Validation in Texas

• In Event: College-Going Experiences During the First and Second Year: Student Parents and First-Generation Students

Abstract

This qualitative study examined the experiences of thirteen Early College High School (EC) graduates in Texas. Using Validation Theory (Rendón, 1994), findings revealed students experienced academic validation through the EC application process, but invalidation in their degree completion trajectory, relationships, and overall mental health. Furthermore, the participants shared interpersonal validation through close relationships with peers, teachers, and faculty, but they also felt isolated in their schooling experience.

Authors

• Taryn Ozuna Allen, Texas Christian University

• Stephanie Cuellar, Texas Christian University

• Elsa Camargo, University of Texas - Arlington

• Maria Yareli Delgado, University of Texas - Arlington