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A Grounded Theory of How Trauma Affects College Student Identity Development DISSERTATION Presented in Partial Fulfillment of Th

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A Grounded Theory of How Trauma Affects College Student Identity Development DISSERTATION Presented in Partial Fulfillment of Th A Grounded Theory of How Trauma Affects College Student Identity Development DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Tricia Rosalind Shalka, M.A. Graduate Program in Educational Studies The Ohio State University 2016 Dissertation Committee: Dr. Tatiana Suspitsyna, Advisor Dr. Susan Jones Dr. Maurice Stevens Copyrighted by Tricia Rosalind Shalka 2016 Abstract Research suggests many college students have experienced trauma in their lives (Read, Ouimette, White, Colder & Farrow, 2011). Despite trauma as a present condition on university campuses (Banyard & Cantor, 2004), there remain notable gaps in the literature about how trauma affects college students. For example, more research is needed to investigate how trauma in early adulthood impacts developmental outcomes (Maercker, Solomon, & Schützwohl, 1999; Ogle, Rubin, & Siegler, 2013; Wilson, 2006). This gap is particularly notable in terms of the impacts of trauma on college student identity development. The purpose of this constructivist grounded theory study, informed by situational analysis, was to understand how college student identity development is impacted by experiences of trauma in college. Two research questions guided this study: (a) How do experience of trauma in college affect identity and identity development?; and (b) How is traumatic experience in college incorporated into self-definition of identity? Qualitative data collection techniques were implemented with a sample of 12 participants. Each participant took part in three semi-structured interviews and completed two visual mapping/written response activities. Data were analyzed using methods consistent with constructivist grounded theory (Charmaz, 2014) and situational analysis (Clarke, 2005). ii The outcome of these analytic procedures is a grounded theory of how trauma affects college student identity development. This emerging theory has three major components that address the abovementioned research questions of this study. First, orienting systems that exist prior to trauma shape how an individual will make meaning of traumatic experiences. These orienting systems include social identities and social discourses. Next, after trauma, various trauma-related tasks and negotiations emerge that offers sites where identity-related work will occur. Specifically, survivors work to make meaning of the question “who am I?” across the psycho-physical self, the relational self, and the negotiated self. Finally, the outcome of these orienting systems and identity site processes is twofold: (a) trauma becomes a part of the self, but not the full self; and (b) a trauma-informed lens on identity and self in the world emerges. iii Dedication This work is dedicated to the two people who instilled in me a passion for learning, nurtured my resourcefulness to push through roadblocks, and always encouraged my incessant asking of “why?” My parents Lennard Eugene Shalka (1949 – 2011) & Janine Rosalyn Shalka, PhD iv Acknowledgments I am grateful to so many who have been a part of this dissertation journey with me. First of all, I have to thank my incredible participants. You shared your pain and your resilience with me. I am humbled to have had the opportunity to bear witness to your experiences. To my advisor, Tatiana Suspitsyna – thank you for nurturing my mind and spirit through this educational experience. Your incredible intellect has stretched me so many times to want to know more and think differently. Beyond taking good care of my brain over these past several years, you also were a caretaker of my soul, always reminding me that my life was more than a PhD. You have somehow always known exactly what I needed along the way from a philosophical discussion to your quintessential dark humor to a pep talk to a delicious piece of only the best chocolate. I am so grateful to have had you as my advisor. To my committee members, Susan Jones and Maurice Stevens – what a dream team! Susan, our journey began a decade ago when you called to tell me I had been admitted to the masters program at Maryland. And, truly, there are not enough words to do justice to all that you have been in my life since that life-changing moment. I have learned so much from you as a teacher, a scholar, and a friend. Thank you from the bottom of my heart for your support and guidance in so many, many ways. Maurice, I v cannot imagine my experience at OSU without you. We had instant synergy from our very first coffee meet-up to talk about our shared trauma interests. Since then, you have made my head spin with your brilliant and complex ideas for making meaning of the world. You have also been an incredible model of an invested and passionate teacher – I hope I can carry that torch forward. Most importantly, I am grateful for your unwavering affirmations and friendship. I also want to thank three people who have been phenomenal mentors to me during my doctoral experience. Jen Gilbride-Brown, you are the most student-centered person I know, always going to unbelievable lengths to make sure the people around you are supported and cared for. Thank you for your incredible example! Dr. J, it has been an unbelievable experience to work with you in my time here and I walk away knowing the kind of teacher and person I want to be through your example. Your deep investment in others has been an inspiration to me in the way that I want to continue working with students across my career and to know that the heart can guide academic spaces. Marc Johnston-Guerrero, what on earth can I say here to do justice to the deep, deep mentorship you have provided to me? It is safe to say my doctoral experience would not have been nearly as rich without you. You are an unbelievable gem and I am so very grateful to have had the privilege to cross paths with you. Finally, my deepest thanks goes to the love of my life – my partner, my best friend, my husband – Steve. You are my inspiration every single day. Your unwavering support is an unbelievable gift that I treasure. Thank you for walking this beautiful life path with me! vi Vita June 2001 ...................................................... Bonnyville Centralized High School June 2005 ..................................................... A.B. English modified with French, Dartmouth College August 2008 ................................................. M.A. Counseling & Personnel Services, University of Maryland – College Park August 2012 – May 2015 ............................. Graduate Administrative Associate, Columbus College of Art & Design May 2015 – May 2016 ................................. Graduate Administrative Associate, Student Personnel Assistantship Program, The Ohio State University Publications Shalka, T. R. (2016). The impact of mentorship on leadership development outcomes of international students. Journal of Diversity in Higher Education. Advance online publication. doi: 10.1037/dhe0000016 Shalka, T. R. (2015). Toward a trauma-informed practice: What educators need to know. About Campus, 20(5), 21-27. vii Shalka, T. R., & Jones, S. R. (2010). Differences in self-awareness related measures among culturally based fraternity, social fraternity, and non-affiliated college men. Oracle: The Research Journal of the Association of Fraternity/Sorority Advisors, 5(1). Fincher, J., & Shalka, T. R. (2009). Co-curricular leadership education: Considering critical questions. Journal of Leadership Education, 8(1), 228-237. Shalka, T. R. (2009). Congruence. In S. R. Komives, & W. Wagner, (Eds.), Leadership for a better world: Understanding the social change model of leadership development. (pp. 335-364) San Francisco: Jossey-Bass. Fields of Study Major Field: Educational Studies Specialization: Higher Education & Student Affairs viii Table of Contents Abstract ............................................................................................................................... ii Dedication .......................................................................................................................... iv Acknowledgments ............................................................................................................... v Vita .................................................................................................................................... vii Publications ....................................................................................................................... vii Fields of Study ................................................................................................................. viii List of Tables ................................................................................................................... xiv List of Figures ................................................................................................................... xv Chapter 1: Introduction ...................................................................................................... 1 Statement of the Problem ................................................................................................ 2 Review of Literature ........................................................................................................ 4 Purpose of the Study and Research Questions .............................................................. 12 Significance of the Study .............................................................................................
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