Investigating Trauma, Mental Health Well-Being, and Academic Success in First-Year HBCU Students Using Astin's Input-Environment-Output Model
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| Title: | Investigating Trauma, Mental Health Well-Being, and Academic Success in First-Year HBCU Students Using Astin's Input-Environment-Output Model |
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| Language: | English |
| Authors: | Shawn A. Ricks, R. Jason Lynch |
| Source: | Journal of The First-Year Experience & Students in Transition. 2024 36(2):9-31. |
| Availability: | National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://sc.edu/fye/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Trauma, Mental Health, Well Being, Academic Achievement, College Freshmen, African American Students, Black Colleges, Student Experience, Safety, Health Services, Interpersonal Relationship, Stress Variables, College Environment, College Faculty, Teacher Role, Resilience (Psychology), Access to Health Care |
| ISSN: | 1542-3077 2373-0153 |
| Abstract: | As the national youth mental health crisis continues to impact campuses, HBCUs have not been immune. Despite the critical role HBCUs play in providing safety and social mobility for Black students, the ways in which they address student mental health well-being remain underexplored. To that end, this study explored the lived experiences of mental health well-being and institutional support of 22 first-year HBCU students with significant histories of trauma exposure. Basic qualitative design was used to collect and analyze semi-structured interviews. Several themes emerged, including safety and trauma, mental health awareness and services, relationships and well-being, academic stress & environment, authentic and holistic relationships, and faculty roles. Implications for how HBCU leaders may enhance student support to better promote mental health well-being and success are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://www.ingentaconnect.com/contentone/fyesit/fyesit/2024/00000036/00000002/art00001 |
| Accession Number: | EJ1451198 |
| Database: | ERIC |
| Abstract: | As the national youth mental health crisis continues to impact campuses, HBCUs have not been immune. Despite the critical role HBCUs play in providing safety and social mobility for Black students, the ways in which they address student mental health well-being remain underexplored. To that end, this study explored the lived experiences of mental health well-being and institutional support of 22 first-year HBCU students with significant histories of trauma exposure. Basic qualitative design was used to collect and analyze semi-structured interviews. Several themes emerged, including safety and trauma, mental health awareness and services, relationships and well-being, academic stress & environment, authentic and holistic relationships, and faculty roles. Implications for how HBCU leaders may enhance student support to better promote mental health well-being and success are discussed. |
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| ISSN: | 1542-3077 2373-0153 |
