Graduate Studies, UNL

 

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

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First Advisor

Deryl Hatch-Tocaimaza

Degree Name

Doctor of Education (Ed.D.)

Committee Members

Elizabeth Niehaus, Elvira Abrica, Jacqueline Huscroft-D'Angelo, Maria De Guzman

Department

Educational Administration

Date of this Version

4-27-2026

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy

Major: Educational Administration

Under the supervision of Professor Deryl Hatch-Tocaimaza

Lincoln, Nebraska, May 2026

Comments

Copyright 2026, Felipe De Jesus Longoria-Shinn. Used by permission

Abstract

Transitional and independent living coaches at Central Service Agency (CSA), a pseudonym for a Midwestern human services organization, support opportunity youth—young people facing systemic barriers—in improving their life trajectories. Although CSA has served an increasing number of youth in recent years, the number pursuing postsecondary education has remained stagnant or declined. This study engaged coaches, staff, and participating youth in an improvement science (IS) initiative designed to increase the number of postsecondary goals set by youth. Grounded in research demonstrating that postsecondary pathways can mitigate the effects of adverse life experiences and promote long-term mobility, this study examined how relational coaching practices and structured improvement interventions could strengthen postsecondary goal-setting. Drawing on frameworks including Critical Hope, developmental relationships, strengths-based practice, and reconceptualized professionalism, the study implemented targeted interventions—such as enhanced training and structured reflection—across two Plan-Do-Study-Act (PDSA) cycles. Findings indicated short-term increases in both educational and postsecondary goals among participating coaches, suggesting that relationally grounded and structurally supported coaching practices can positively influence youth goal-setting. However, gains were not consistently sustained across cycles, underscoring the need for ongoing organizational commitment, structural reinforcement, and cultural alignment at the systems level. The study concludes that meaningful and lasting improvements in postsecondary goal-setting for opportunity youth require both systematic support and authentic, trust-centered relationships as enabling conditions for effectively empowering youth to recognize and pursue their strengths.

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