Author ORCID Identifier

https://orcid.org/0009-0000-8181-0395

Semester

Summer

Date of Graduation

2026

Document Type

Thesis

Degree Type

MS

College

Eberly College of Arts and Sciences

Department

Psychology

Committee Chair

Nicholas A. Turiano

Committee Member

Ryan Best

Committee Member

Kathryn Kestner

Abstract

Success in higher education is influenced by a range of social and economic factors that do not affect all students equally. This thesis examined how Adverse Childhood Experiences (ACEs), socioeconomic status (SES), first-generation college status, minority status, and geographic isolation independently and multiplicatively relate to academic outcomes. Using data from 775 first-year students at a large public university in rural Appalachia, this study assessed whether these factors independently and/or multiplicatively predicted first-year GPA and odds of dropping out. ACEs linearly predicted first-year cumulative GPA and odds of dropping out. A significant ACE x Race interaction emerged for predicting first-year cumulative GPA. The detrimental impact of ACEs on GPA was much stronger among students identifying as Non-White, compared to students identifying as White. By applying an intersectional framework, this research aims to better understand how combinations of early-life adversity and sociodemographic factors shape patterns of college performance, with the goal of informing more responsive institutional policies and support strategies.

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