Date of Award
2025
Degree Name
Leadership Studies
College
College of Education and Professional Development
Type of Degree
Ed.D.
Document Type
Dissertation
First Advisor
Dr. Tammy Johnson
Second Advisor
Dr. Ronald Childress
Third Advisor
Dr. Kateryna Schray
Abstract
This explanatory sequential mixed methods study investigated the impact of an alternative suspension academic recovery program on shame and shame resilience among academically suspended college students. Grounded in shame resilience theory, the study examined changes in shame, specifically avoidance behavior, negative self-perception, and overall feelings of shame, and in shame resilience, including critical awareness, recognition of shame, the ability to verbalize shame, help-seeking behaviors, and total shame resilience. Quantitative data were collected through pre- and post-program surveys using the Test of Self-Conscious Affect-4 (TOSCA-4) and a researcher-developed Shame Resilience Scale. Qualitative data were then gathered through postintervention focus groups to contextualize the quantitative findings.
The results revealed statistically significant reductions across all measured dimensions of shame and significant improvements in all facets of shame resilience. Subgroup analyses showed that older students, in-person learners, non-first-generation students, and female participants experienced the most substantial gains. While younger, online, first-generation, and male students also exhibited gains, their outcomes were more variable and often not statistically significant, indicating a need for tailored support. Qualitative data offered further insight into these trends, highlighting enhanced self-awareness, reduced isolation, and greater willingness to seek support. Program components identified as particularly effective included individualized staff meetings, guest speaker engagement, and practical assignments.
This study contributes to the limited literature on noncognitive outcomes in academic recovery programs, emphasizing the importance of addressing shame as a barrier to student persistence and success. Practical implications include implementing shame-informed interventions, expanding access to holistic support services, and refining curricula that promote emotional resilience. Future research should include longitudinal studies to examine the sustainability of shame resilience, broader sampling to enhance generalizability, targeted exploration of subgroup differences, and further validation of the Shame Resilience Scale. Additionally, future studies should investigate the effectiveness of specific program components and delivery formats, especially in online settings, and explore how continued support beyond the program may sustain or amplify gains.
Subject(s)
Education.
Educational leadership.
Educational psychology.
Student suspension -- Education (Higher)
Rewards and punishments in education -- Education (Higher)
Shame -- Students -- Education (Higher)
Self-perception -- Students -- Education (Higher)
Marshall University.
West Virginia.
Recommended Citation
Rader, James Alvin Jr., "Shame and shame resilience among students in an alternative suspension program" (2025). Theses, Dissertations and Capstones. 1963.
https://mds.marshall.edu/etd/1963
