Working With Victimized, Disadvantaged, and Disenfranchised Students: A Phenomenological Inquiry on How Providers Experience Compassion Fatigue

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-8 - Compassion as We Diversify Higher Education!?

Abstract

This study examines the experiences of higher education service providers working with victimized, disadvantaged, and disenfranchised college students from various institutions in the Midwest and how providers dealt with compassion fatigue stemming from their students’ challenges and stigmatized identity. The theoretical framework is based on the research evidence that helping professionals often experience compassion fatigue that may lead to feelings of burnout, emotional exhaustion, and low personal accomplishment. This study illustrates how providers’ well being are affected personally and professionally while advocating for students with unique hardships. Sources of compassion fatigue that emerged were the environment and political landscape; their professional role and personal expectations, and their multiple identities conflicted with the coping strategies sought or utilized.

Authors

• Zelideh R. Martinez Hoy, Indiana University - Bloomington

• David H.K. Nguyen, University of North Dakota