Electronic Theses and Dissertations

Date

2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Psychology & Research

Committee Chair

Leigh Harrell-Williams

Committee Member

Christian Mueller

Committee Member

Denise Winsor

Committee Member

Yonghong J Xu

Abstract

Abstract Statement of the Problem: This study aimed to understand the impact of exposure to ACEs in childhood on college attainment in adulthood and if safe, stable, and nurturing relationships (SSNRs) in childhood mitigate the risks of exposure to trauma through a contextual lens by exploring results by race/ethnicity and gender. Research: Exposure to adverse and traumatic experiences in childhood can adversely impact learning, behavior, and health outcomes throughout the lifespan (Shonkoff et al., 2012). Supportive adults that provide SSNRs can buffer adverse childhood events and help foster children’s resiliency by buffering or eliminating risk factors. Research has been limited related to understanding how childhood trauma impacts adjustment to college and successful matriculation (Moore et al., 2020), as most research has focused on poor academic achievement, non-engagement, and school absenteeism of adolescents in the middle and high school years. Hence, this study attempted to fill these gaps in the research by illuminating the effect of ACEs on college attainment and the role safe, stable, and nurturing relationships play in contributing to resiliency and buffering the harmful effects of ACEs while examining the effects by race/ethnicity and gender. Methods: The sample consists of 7,313 participants from the 2021 Behavioral Risk Factor Surveillance System (BRFSS) survey from the 11 states who participated in the optional ACEs module. The sample was predominantly White with 40% White Male and 38% White Female. Partial proportional odds logistic regression analyses were conducted to address the four research questions. The ordinal dependent variable was educational attainment (did not graduate high school, high school graduate, some college and college graduate). The independent variables were ACEs and SSNRs. Indicators of race/ethnicity and gender were included as covariates in main effects models and as moderators in the moderation models. Results: Participants who reported experiencing fewer than 4 ACEs were 1.9 times more likely to be at least a College Graduate. Participants who reported experiencing SSNRs were 2.1 times more likely to be at least a College Graduate than the other educational attainment categories. When a participant experienced fewer than 4 ACEs and experienced SSNRs, they were more likely to achieve a higher level of educational attainment compared to those participants experiencing 4 or more ACEs. Hispanic Males experiencing SSNRs and fewer than 4 ACEs were almost 7 times more likely to attain a higher level of education as compared to White Males who did not graduate high school. Conclusions: In summary, participants who experienced less than four ACEs were always more likely to achieve a higher level of educational attainment than those experiencing four or more ACEs. The presence of SSNRs is associated with higher educational attainment compared to those participants with no SSNRs. Hispanic Males experiencing SSNRs and less than four ACEs were always more likely to achieve a higher level of educational attainment than White Males.

Comments

Data is provided by the student

Library Comment

Dissertation or thesis originally submitted to ProQuest.

Notes

Open Access

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