- Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Title:
- An exploration of stress factors that relate to freshman academic performance and persistence at an HBCU, 2020
- Creator:
- Ashford, Tamlyn M.
- Date of Original:
- 2020-12
- Subject:
- Degrees, Academic
Dissertations, Academic - Location:
- United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
- Medium:
- born digital
- Type:
- Text
- Format:
- application/pdf
- Description:
- Addressing emotional health concerns has become an emerging issue for colleges and universities. Black college students have increased levels of unmet mental health needs and are less likely to access counseling and other supportive services. The purpose of this study was to examine the relationship between stress factors and freshman student academic performance and persistence. This study explored several variables, including socioeconomic status, measured by parental income, exposure to trauma, attitudes about usefulness of mental health services, and experiences of stress and coping strategies among a group of freshman students. Participants in the study attended a private, coeducational historically Black college or university (HBCU) located in the Southeastern United States. A mixed- method approach was used to conduct research. The quantitative aspect consisted of an 80-question survey that measured the variables described previously. The qualitative aspects of the study further explored the unique experiences of three freshman students and the stress they experienced, coping skills they utilized, and how they perceived stress impacted their academic performance. The results of the study show that there is a significant relationship between socioeconomic status, a student’s parental income, and their academic performance. Results also show that students with a history of physical and sexual trauma have more academic challenges and may require additional support and help to persist. The results further show that a student’s attitude about the usefulness of mental health and counseling services does influence persistence. The quantitative data did not show a significant relationship between stress and coping on academic performance and persistence. However, qualitative findings show that family and social stress did influence student’s academic performance and whether or not they planned to continue education at the college they were attending. Findings of the study suggest a need for more programs and resources geared toward helping students become emotionally and academically prepared for college be implemented in K-12. Findings also suggest the need for continued development of nontraditional counseling, and support services, given the limited insight and awareness a lot of freshman may have about mental health and other stress factors.
Date of award: 2020-12
Degree type: dissertation
Degree name: Doctor of Education (EdD)
Granting institution: Clark Atlanta University
Department: Department of Educational Leadership
Advisor: Turner, Trevor - Metadata URL:
- http://hdl.handle.net/20.500.12322/cau.td:2020_ashford_tamlyn_m
- Original Collection:
- Atlanta University and Clark Atlanta University Theses and Dissertations
- Holding Institution:
- Atlanta University Center Robert W. Woodruff Library
- Rights:
-
