Author ORCID Identifier

https://orcid.org/0000-0002-5766-4778

Semester

Fall

Date of Graduation

2022

Document Type

Dissertation

Degree Type

PhD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Erin McHenry Sorber

Committee Co-Chair

Nathan Sorber

Committee Member

Nathan Sorber

Committee Member

Rodney Hughes

Committee Member

Jeffery Daniels

Abstract

There is an extensive body of school-related shooting research exploring causes, how to recognize a threat, and what preparedness measures are effective (Lee et al., 2020; Muchert, 2007). However, there is insufficient research on how the broader context of school-related shootings in American society has influenced college-aged students. The purpose of this study was to tell the story of how students have been influenced by their experience surviving the 2018 Marjory Stoneman Douglas High School shooting during their transition to and performance in higher education. Narrative inquiry provided a deeper understanding through narrative retelling of the perceptions, decisions, and experiences of school shooting survivors. Schlossberg’s transition theory provided a framework by which to analyze participant experiences. This study narrowed a gap in the existing literature by exploring and uncovering school shooting survivor experiences during their transition and time in college. Participants shared important information and perspective on their challenges making friends, processing trauma, and exploring their interests outside of advocacy work. Findings demonstrate the importance of substantial mental health support in college.

Download

Share

COinS