Marginalized Populations and Trauma-Informed Practices at the Secondary Level: Understanding the Connections between Trauma Exposure and Academic Outcomes through an Intersectional Framework

Author

Kirsten Hany, Illinois State UniversityFollow

Date of Award

2-21-2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Steve Mertens

Abstract

This research seeks to understand the relationship between marginalized identities and trauma in adolescents in relation to classroom outcomes, both behavioral and academic, through an intersectional framework. A synthesized review of literature as well as a quantitative study using the HSLS:09 data was conducted to discern how marginalized populations experience trauma in the school environment, and how that trauma impacts academic outcomes. The conclusions drawn through the review of literature and research suggest that marginalized students experience trauma at higher rates as well as disruption of academic outcomes. These conclusions are disseminated in chapter III which is a practitioner piece for professional educators so that they can better understand how to apply theory to practice in classroom environments in relation to trauma-informed practices.

Comments

Imported from Hany_ilstu_0092E_12317.pdf

Recommended Citation

Hany, Kirsten, "Marginalized Populations and Trauma-Informed Practices at the Secondary Level: Understanding the Connections between Trauma Exposure and Academic Outcomes through an Intersectional Framework" (2023). Theses and Dissertations. 1675.
https://ir.library.illinoisstate.edu/etd/1675

DOI

https://doi.org/10.30707/ETD2023.20230711063201533807.999976

Page Count

82