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ERIC Number: ED637969
Record Type: Non-Journal
Publication Date: 2020
Pages: 180
Abstractor: As Provided
ISBN: 979-8-3800-8948-7
ISSN: N/A
EISSN: N/A
Available Date: N/A
Exploring Retention of Trauma-Exposed Students in Higher Education an Exploratory Phenomenological Study
Alma Jam
ProQuest LLC, Ed.D. Dissertation, Idaho State University
This phenomenological study explored protective factors that students with a history of trauma utilized to persist in postsecondary education. The investigation sheds light on ten participants who were recruited from a 4-year public university located in the western region of the U.S.A preliminary survey was used to help identify study participants who were: 18 years of age or older, were enrolled or planning to enroll in college, had completed three or more years of undergraduate course-work, have completed the online survey in its entirety and indicated qualifying traumatic lifetime events as measured on the Life Experience Checklist (LEC). Each participant had a zoom interview per COVID-19 social distancing protocols. Interviews were transcribed and analyzed using Moustakas (1994) phenomenological reduction method. Data from the interviews revealed the following central themes: identity, experiencing trauma, navigating academic success, and participant's experiences with posttraumatic growth in their postsecondary journey. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A