Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kevin Johnson

Abstract

College persistence rates for students with emotional behavioral disorders (EBD) are lower than same age peers. College students with EBD manifesting internalizing behaviors who graduated from one independent northeastern therapeutic high school (INTHS) had low first-year college retention rates despite high college admission rates. The purpose of this basic qualitative study was to explore the perceived factors that may affect first-year college retention rates for the students from one INTHS who have EBD with internalizing behaviors. The theories that grounded this study were Tinto’s model of institutional departure, with Braxton et al.’s later modifications, and Forber-Pratt and Zape’s disability identity development model. Data were collected from semistructured interviews with 12 graduates of the INTHS. Data analysis included a priori, open, and axial coding for thematic analysis. Findings included factors that may increase first-year college retention of INTHS students: explicit lessons devoted to disability identity development in high school, normalizing gap years, and encouraging the use of disabilities and support services in college. Implications for social change include better preparation for young adults with EBD transitioning from high school to college. Findings may contribute to stronger first-year college retention outcomes for these individuals, which may impact their families and communities positively and help other schools with similar populations make more informed transition preparation choices as well.

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