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

Objective: Increasing college readiness and college success is a national priority. Early College High Schools (EC) are a popular educational reform employed to prepare typically minoritized students for postsecondary success. This qualitative study examined the schooling experiences of 13 EC graduates in Texas. Methods: This qualitative study examined the schooling experiences of 13 early college high school (EC) graduates in Texas. More specifically, this study employed validation theory to examine students’ academic and interpersonal validating and invalidating experiences. During one-on-one, in-person interviews, students described their interests in applying to an EC, their academic and interpersonal experiences at their EC, and how those experiences influenced their overall educational experience. Results: The 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. Contributions: Implications include validating students through their educational pathway, providing realistic academic advising, supporting students’ mental health, including students in course selection, and encouraging faculty connect with students.