OOlldd DDoommiinniioonn UUnniivveerrssiittyy OODDUU DDiiggiittaall CCoommmmoonnss Educational Foundations & Leadership Theses Educational Foundations & Leadership & Dissertations Fall 2015 RReessiilliieennccyy ooff CCoommmmuunniittyy CCoolllleeggee SSttuuddeennttss wwiitthh AAddvveerrssee CChhiillddhhoooodd EExxppeerriieenncceess Laura Elizabeth Brogden Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/efl_etds Part of the Educational Assessment, Evaluation, and Research Commons, and the Higher Education Commons RReeccoommmmeennddeedd CCiittaattiioonn Brogden, Laura E.. "Resiliency of Community College Students with Adverse Childhood Experiences" (2015). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/6apd-kg74 https://digitalcommons.odu.edu/efl_etds/5 This Dissertation is brought to you for free and open access by the Educational Foundations & Leadership at ODU Digital Commons. It has been accepted for inclusion in Educational Foundations & Leadership Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. RESILIENCY OF COMMUNITY COLLEGE STUDENTS WITH ADVERSE CHILDHOOD EXPERIENCES by B.A. May 1987, Wake Forest University M.Ed. May 1995, Western Washington University A Dissertation Proposal Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY COMMUNITY COLLEGE LEADERSHIP OLD DOMINION UNIVERSITY December 2015 Approved by: ______________________ Dennis Gregory (Director) ______________________ Christopher Glass (Member) ______________________ Alan Schwitzer (Member) ii Abstract THE PERCEIVED EFFECTS OF ADVERSE CHILDHOOD EXPERIENCES ON COMMUNITY COLLEGE STUDENT SUCCESS Laura E. Brogden Old Dominion University Director: Dr. Dennis Gregory Adverse childhood experiences (ACEs) as defined by Drs. Vincent Felitti and Robert Anda are prevalent in the general population of the United States. These childhood traumas are strongly related to risky behaviors and poor health outcomes. The results of childhood stress may influence students at community colleges. This study of community college students with identified adverse childhood experiences will describe their perceived experiences in community colleges as they relate to their success and completion. This study is done in a framework of resilience in order to identify factors which may be influential in students’ progress and completion. Keywords: community college, adverse childhood experiences (ACEs), student success, student completion, resilience. iii Copyright ©, by Laura E. Brogden, All Rights Reserved iv Dedication This study is dedicated to the students who struggled. v Acknowledgements In one of my first courses at ODU, Dr. Shana Pribesh said: “What’s important is the journey!” Her words have echoed in my ears since then. No journey is worthwhile without helpful companions, and many have blessed my journey. Thanks go first to my children, Gabriel and Grace, who made their own dinners, spent endless weekends alone, and tiptoed around the house when Mom was studying or writing. They never failed to provide me with encouragement and support, even when I missed yet another of their events. Drs. Williams, Burnett, and Glass of Old Dominion University are to be thanked for wisdom, guidance and encouragement. To Dr. Dennis Gregory, once my boss and mentor, now my professor and committee chair, and always my friend, I am deeply indebted. You told me I belonged in this field 30 years ago, and I am grateful to you for this most rewarding of careers. Cohort members Shashuna Gray, Bruno Rhodes, Darryl Tyndorf, I can’t imagine having done this without you. Mitsue Blythe, your kindred spirit was always a joy to me! Melissa Delikat, I am not letting go of your hand until you are finished. We started this together and we’ll end it together. Special thanks go to the community college staff members who assisted me, including Kelli Johnston, Louise Clark, and Alison Fernandez. Hayley Anderson and Denise Huff were also of great assistance in finding and scheduling participants. Jennifer Dellinger, just because! Gretchen Warren, your dissertation was a guide for me, and your vi generous sharing of your dissertation journey inspired me to share mine. Getta Rogers, you provided encouragement, energy, and a place to write when I needed it. My invaluable proofreaders were dear family members Vivian Johnson, Marion Denard, and Rebecca Brogden; and friends, Ken Barnett and Heidi Kaas. Finally, I offer my deep thanks to the staff and faculty of Peninsula College which has been my professional home for many years. Dr. Tom Keegan, Dr. Luke Robins, Dr. Brinton Sprague, Dr. Mary-O’Neil-Garrett, Dr. Evelyn Short, and former faculty member Dr. Rayna Sage, you inspired and encouraged me. It made a difference. To the faculty and staff of Basic Education and Corrections Education, you are my prize! vii Table of Contents Chapter 1: ...................................................................................................................... 1 INTRODUCTION ........................................................................................................... 1 Background ............................................................................................................... 2 Purpose Statement ..................................................................................................... 9 Rationale and Significance ....................................................................................... 10 Research Questions .................................................................................................. 12 Overview of Methods .............................................................................................. 12 Definition of Key Terms .......................................................................................... 13 Delimitations ........................................................................................................... 14 Summary ................................................................................................................. 15 Chapter 2: .................................................................................................................... 16 LITERATURE REVIEW .............................................................................................. 16 Demographics of Community College Students ....................................................... 17 Community College Students and ACEs .................................................................. 18 Methods ................................................................................................................... 21 Part One: Reviewing ACE Literature ...................................................................... 22 Part Two: Literature Related to Resilience .............................................................. 26 Defining Resilience .......................................................................................... 27 Individual Traits ............................................................................................... 28 Risk and Protective Factors............................................................................... 30 Cultural and Gender Factors ............................................................................. 31 Mental Health and Resilience ........................................................................... 32 Cultivating Resilience in College Students........................................................ 32 Part Three: Research Regarding College Students from Foster Care........................ 34 viii Efforts to Overcome and Prevent ACEs ................................................................... 36 Conclusion ............................................................................................................... 38 Chapter 3: ...................................................................................................................... 40 METHODOLOGY ........................................................................................................ 40 Rationale and Significance ....................................................................................... 42 Research Questions .................................................................................................. 42 Method .................................................................................................................... 44 Sample ..................................................................................................................... 44 ACE Survey Instrument ........................................................................................... 46 In-Depth Interviews ................................................................................................. 48 Coding ..................................................................................................................... 51 Ethical Considerations ............................................................................................. 51 Strategies for Trustworthiness .................................................................................. 52 Limitations of the Study ........................................................................................... 53 Chapter 4 ....................................................................................................................... 55 RESULTS ..................................................................................................................... 55 Individual Demographics ......................................................................................... 55 Interviewing Participants ......................................................................................... 57 Results for Each Participant Connected to Research Questions ................................ 60 Conclusion ............................................................................................................. 100 Chapter 5: .................................................................................................................... 107 DISCUSSION ............................................................................................................. 107 Purpose Statement and Research Questions............................................................ 108 Summary of Methodology ..................................................................................... 109 Summary of Major Findings .................................................................................. 111 ix Unanticipated Findings .......................................................................................... 120 Implications for Practice ........................................................................................ 122 Recommendations.................................................................................................. 124 Implications for Future Research ........................................................................... 126 Conclusion ............................................................................................................. 126 REFERENCES ............................................................................................................ 128 APPENDICES ............................................................................................................. 141