RESILIENT DOCTORAL STUDENTS IN CALIFORNIA: A REFLECTIVE STUDY OF THE RELATION BETWEEN CHILDHOOD CHALLENGES AND ACADEMIC SUCCESS by Randy Layne Bessey B.A. (California State University, Fresno) 1981 M.A. (Fresno Pacific University) 2007 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctorate in Education Doctoral Program in Educational Leadership at Fresno State Kremen School of Education and Human Development California State University, Fresno 2017 ii Randy Layne Bessey May 2017 Educational Leadership RESILIENT DOCTORAL STUDENTS IN CALIFORNIA: A REFLECTIVE STUDY OF THE RELATION BETWEEN CHILDHOOD CHALLENGES AND ACADEMIC SUCCESS Abstract This qualitative phenomenological study examined a better understanding of how people with four or more Adverse Childhood Experiences (ACEs) were able to navigate adversity, graduate college, and ultimately pursue doctoral programs. The research question asked, “What are the academic and social experiences of doctoral students who had four or more Adverse Childhood Experiences?” A secondary question also explored “How did resiliency help these participants navigate the educational system leading up to entering a doctoral program?” The case study was conducted with seven participants who all had seven or more ACEs and went on to be academically successful. This research discovered insights into the resilient lives of these individuals. Their historical narratives generated an exploration of the nature of trauma and how certain individuals were able to overcome adversity. Several major themes that emerged from the participants’ personal narratives were being resourceful, staying active, being fearful, fighting through tough situations, ability to hide, feelings of guilt, suppressing emotions, and additional nuances to the existing research on resiliency. Based on these findings, recommendations for educators were made: identify students with ACEs and provide proper emotional and social support systems, the need to overcome barriers and develop relationships, the need to ii iii promote a student’s self-efficacy and self-worth, the need to provide opportunities for students to be active, and the need for proper goal setting within safe environments. Additional recommendations for research were presented by the researcher and included a longitudinal study, a larger national sample, a sample of similar populations, and samples focused on the types of ACEs in order to expand upon the existing research relative academic success for persons with childhood trauma. iii iv Copyright by Randy Layne Bessey 2017 iv v California State University, Fresno Kremen School of Education and Human Development Doctoral Program in Educational Leadership This dissertation was presented by Randy Layne Bessey It was defended on April 19, 2017 and approved by: Juan Carlos González, Chair Educational Leadership Jennifer Moradian Watson Educational Leadership Jessica Hannigan Educational Leadership v vi ACKNOWLEDGMENTS To all the people living in chaos, like the Lone Ranger surrounded by bandits, but willing to fight your way through and to everyone who wants to be their Tonto. My sincerest gratitude to my advisor, Dr. Juan Carlos Gonzalez and my committee members Dr. Jessica Hannigan and Dr. Jennifer Moradian Watson for all of their encouragement and guidance. I express my unconditional appreciation to the brave people who came forward and shared their stories of victory. You are an inspiration to all. I want to thank all my teachers, co-workers, and cohort members who along the journey have each given me something very special. I am thankful to all of my friends and family who have always encouraged me and been there for me. And lastly, I am forever indebted to my beautiful wife, Lilli, and my wonderful daughters, Elise, Emi, and Ellie for their unconditional love. vi vii TABLE OF CONTENTS Page LIST OF TABLES ................................................................................................... x LIST OF FIGURES ................................................................................................. xi CHAPTER 1: INTRODUCTION ............................................................................ 1 Background ......................................................................................................... 1 Statement of the Problem .................................................................................... 2 Purpose of the Study ........................................................................................... 6 Research Questions ............................................................................................. 6 Nature of the Study ............................................................................................. 7 Significance of the Study .................................................................................... 8 Definition of Key Terms ..................................................................................... 8 Summary ........................................................................................................... 10 Preview of Succeeding Chapters ...................................................................... 11 CHAPTER 2: REVIEW OF THE LITERATURE ................................................ 12 School-Related Risk-Factors for Adolescents .................................................. 12 Adverse Childhood Experiences ....................................................................... 14 Resiliency as a Means to Overcome Adversity ................................................ 20 Resiliency as a Framework to Understanding Adverse Childhood Experiences ................................................................................ 23 Summary ........................................................................................................... 26 CHAPTER 3: METHODOLOGY .......................................................................... 27 Rationale ........................................................................................................... 27 Procedures ......................................................................................................... 28 Research Design ................................................................................................ 30 vii viii Research Sites ................................................................................................... 31 Sample and Sampling ....................................................................................... 33 Instruments ........................................................................................................ 34 Data Collection, Analysis, and Interpretation ................................................... 36 Role of the Researcher ...................................................................................... 39 Rapport and Confidentiality .............................................................................. 41 Summary ........................................................................................................... 42 CHAPTER 4: RESULTS/OUTCOMES ................................................................ 43 Navigating Academic Settings K-12 Through Doctorate ................................. 45 Participants Fought Through Academic Settings ........................................ 45 Participants Were Resourceful in Academic Settings ................................. 47 Education was a Means to Escape ............................................................... 48 Thoughts and Emotions Were Suppressed in School ................................. 49 Guilt and Self-Doubt in Academic Settings ................................................ 51 Academics Provided Activity ...................................................................... 52 Participants Navigated Academic Settings with Fear ................................. 53 Navigating Social Settings ................................................................................ 54 Participants Suppressed Thoughts and Emotions Socially ......................... 54 Being Resourceful Helped in Social Settings ............................................. 56 Participants Fought Through Social Settings .............................................. 56 Participants Were Active in Social Settings ................................................ 57 Guilt and Self-Doubt in Social Settings ...................................................... 58 Navigating Social Settings with Fear .......................................................... 59 Escaping, Running, or Hiding from Social Conditions ............................... 60 Resiliency Helped Participants Navigate the Educational System ................... 61 viii ix Social Competence ...................................................................................... 62 Futures-Oriented .......................................................................................... 67 Emotional Competence ............................................................................... 71 Summary ........................................................................................................... 74 CHAPTER 5: DISCUSSION/SUMMARY/CONCLUSION ................................ 76 Discussion of the Findings ................................................................................ 76 Recommendations for Practice and Research ..................................................