Date
6-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Meredith Park
Keywords
Deaf and hard of hearing, hearing loss, self-determination, causal agency, postsecondary transition, self-advocacy, individuals with disabilities, students with disabilities
Disciplines
Special Education and Teaching
Recommended Citation
Wright, Erin M., "The Foundational Self-Determination Skills Experiences Leading to Causal Agency for High School Graduates Who Are Deaf and Hard of Hearing: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7107.
https://digitalcommons.liberty.edu/doctoral/7107
Abstract
The purpose of this phenomenological study was to understand the foundational development of self-determination skills experiences leading to causal agency for high school graduates who are deaf and hard of hearing. The theory guiding this study was causal agency theory, as introduced by Wehmeyer and Mithaug. The central research question was: What are the foundational development of self-determination skills experiences leading to causal agency for high school graduates who are deaf and hard of hearing? This qualitative study followed a hermeneutical phenomenological approach. The participants included 11 deaf and hard of hearing individuals who graduated high school between 2018–2024. Data collection approaches included individual interviews, journal prompts, and focus groups. The data analysis approach used was van Manen’s thematic analysis through multiple coding processes. Analysis led to the following five themes: Developing an Understanding of Hearing Loss and Needs, Ongoing Support Systems, Shift Towards Agency Over Time, Journey Towards Acceptance of Hearing Loss Identity, and Preparation for Post-High School Transition. The findings were used to develop three key interpretations from the study, which led to numerous theoretical and empirical implications that may help to drive future policy, practice, and research.
