The role of adverse childhood experiences (ACEs) in predicting academic problems among college students

Gresham, Bria; Karatekin, Canan

doi:10.1016/j.chiabu.2022.105595

Cited by 10 publications

(3 citation statements)

References 37 publications

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“…Although the social determinants of health literature, including the WHO framework (Solar and Irwin, 2010), typically emphasizes the effects of structural stratifiers and intermediary determinants on physical and mental health outcomes, the findings of the present study also support the pervasive role of these factors in educational achievement. Consistent with previous research, we found that structural stratifiers and intermediary determinants predict both GPA and courses taken that do not count toward degree progress (Struthers et al, 2000;Vizoso et al, 2018;Gresham and Karatekin, 2022). Contrary to our expectations, structural stratifiers and intermediary determinants were not associated with likelihood of timely graduation (i.e., within 4 years of enrollment).…”

Section: Association Between Structural Stratifiers and Intermediary ...supporting

confidence: 82%

“…Participants responded yes or no to each item and responses were summed, with a maximum score of 31. The composite measure has shown good reliability and validity for use with college students, including acceptable test-retest reliability and concurrent and convergent validity (Karatekin and Hill, 2019;Gresham and Karatekin, 2022). Internal consistency in the present sample was good (α = 0.82).…”

Section: Intermediary Determinants Of Health 2341 Adverse Childhood E...mentioning

confidence: 65%

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Trajectories of academic performance over time: differences by social determinants of health and the COVID-19 pandemic

Gresham,

Corcoran,

Karatekin

2023

Front. Educ.

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IntroductionWe examined (1) differences in academic performance by structural and intermediary determinants of health, (2) associations between duration of college enrollment during the first year of the Coronavirus disease 2019 (COVID-19) pandemic, and (3) their two-way interactions on academic performance using data from two cohorts of freshmen undergraduate students.MethodsParticipants reported their demographic information, and their structural and intermediary determinants. The university reported academic performance at each semester. Mixed effects models tested repeated measures outcomes (i.e., grade point average (GPA) and courses where the grade received was D, F, Not passing, or Withdrawn (DFNW courses) and generalized linear models tested likelihood of graduation.ResultsMore unfavorable structural and intermediary determinants were associated with an increased likelihood of receiving a DFNW grade (b = 0.33 and b = 0.40, p’s < 0.05, respectively). Greater unfavorable intermediary determinants were associated with a lower GPA (b = –0.07, p = 0.159). There were significant interactions between intermediary determinants of health and enrollment duration during COVID-19 for the likelihood of DFNW grades (b = –0.89, p = 0.008) and graduation (b = 1.31, p = 0.025), such that Cohort 1 fared worse than Cohort 2.DiscussionThe findings indicate that for those with more unfavorable intermediary determinants, there may have been an initial “shock” of the pandemic that stabilized over time.

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Section: Association Between Structural Stratifiers and Intermediary ...supporting

confidence: 82%

Section: Intermediary Determinants Of Health 2341 Adverse Childhood E...mentioning

confidence: 65%

Trajectories of academic performance over time: differences by social determinants of health and the COVID-19 pandemic

Gresham,

Corcoran,

Karatekin

2023

Front. Educ.

Self Cite

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“…Unfortunately, these ACEs follow students and may harm academic outcomes (Gresham & Karatekin, 2022).…”

Section: Acesmentioning

confidence: 99%

Trauma-informed practices in community colleges: enhancing student support through faculty and staff professional development

Cruz-Ransom

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Students attending a community college in an urban setting plagued by violence are subject to experiencing or witnessing one or more traumatic events. The purpose of this action research study was to increase faculty and staff's understanding of the prevalence of trauma, how it may manifest at colleges within students, oneself, classrooms, and other settings, and how traumainformed practices could support students. Participants and data collected in Cycle 1 consisted of student surveys and faculty, staff, and administrators interviews from an urban community college to obtain a baseline of staff understanding and capacity to be trauma-informed. Action steps included developing a comprehensive resource guide, designing and facilitating a workshop, designing and facilitating a six-week Community of Practice. These steps were designed, implemented, and evaluated in Cycle 2 at a community college in an urban area.Findings included: Faculty can benefit from understanding trauma experienced by students.Equipping faculty with trauma-informed practices holds significant importance. Utilizing accessible and effective professional development to engage and support faculty is crucial. It is a challenge to discover time and pathways for faculty to improve their proficiency in traumainformed practices, ensuring student support, and fostering safe environments. Implications for the organization included power in building capacity among faculty, staff, and administrators, ease of immediately implementing best practices, and the importance of understanding the diverse ways trauma can be experienced. Colleges can create learning environments that not only understand students' diverse experiences but actively works to support them. Practical changes can be made to transform an organization into a more caring and inclusive community.

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Understanding the Development of Professional Identity in Chinese Preservice Preschool Teachers: A Longitudinal Study

Chen,

2024

Early Childhood Educ J

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The role of adverse childhood experiences (ACEs) in predicting academic problems among college students

Cited by 10 publications

References 37 publications

Trajectories of academic performance over time: differences by social determinants of health and the COVID-19 pandemic

Trajectories of academic performance over time: differences by social determinants of health and the COVID-19 pandemic

Trauma-informed practices in community colleges: enhancing student support through faculty and staff professional development

Understanding the Development of Professional Identity in Chinese Preservice Preschool Teachers: A Longitudinal Study

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