Date of Conferral
2023
Degree
Ph.D.
School
Education
Advisor
Cathryn L. Walker
Abstract
AbstractThis study, using feminist trauma theory as the conceptual framework, addressed a gap in the literature about female university students’ experiences with posttraumatic stress disorder (PTSD) related to the academic and social supports needed for college success and degree completion. Nearly 30% of college students will drop out during their 1st year in school. Research suggests that personal histories of simple and complex traumas may be influential factors contributing to dropout rates. There are limited programs or resources in colleges and universities to address the needs of students struggling with past traumas aside from routine student counseling. The purpose of this basic qualitative study was to explore the experiences, beliefs, perceptions, attitudes, and needs of female college students with PTSD and what they identify will guide them toward successful graduation. Data were collected using an audio platform via semistructured interviews with nine participants who met the criteria of being female college students diagnosed with PTSD, complex PTSD, or a trauma-related diagnosis who had some treatment background. Data analysis included using a priori and open coding to identify codes, categories, and themes. Themes emerged on (a) personal resiliency and (b) trauma-informed staff, understanding, and communication. The findings may inform college stakeholders about the needs of college students with histories of trauma so that they may provide a trauma-informed environment to accommodate students of all backgrounds, thus reducing dropout rates and increasing student retention, overall health, and success.
Recommended Citation
Patrick, Cleo, "College Experiences of Female Students With Posttraumatic Stress Disorder" (2023). Walden Dissertations and Doctoral Studies. 13083.
https://scholarworks.waldenu.edu/dissertations/13083
