Applied Critical Trauma Theory to Enhance Resilience and Success for College Students With Oppression-Based Trauma

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Trauma-Informed Approaches Toward Healing

Abstract

Situated in the U.S. Southwest along the Mexico border, this action research study investigates relationships between oppression-based trauma for students with decentered identities and their academic success. Participants include both master’s students at a Hispanic-serving institution, and educational leaders in higher education and K-12 settings. Rooted in Critical Race Theory and advised by theories framing cumulative, cultural, and collective trauma, this study explores what culturally-relevant leadership and pedagogical approaches will mitigate the impact of exposure to oppression-based trauma on student academic outcomes. This study also identifies initial strategies for enhancing students’ post-traumatic growth, healing and resilience. Emergent findings suggest rapid transformation of policies and practices is a social justice imperative to increase equitable outcomes for students with oppression-based trauma.

Authors

• Anna Nichol Nelson, New Mexico State University

• Kristin L. Kew, New Mexico State University

• Edgardo B. Castro, Ph. D.,NBCT, Principal, New Mexico State University