Abstract:

We all experience some type of adversity as human beings. Whether it is a job loss, a serious illness, or a broken relationship, adversity is part of the lived experience. But the 30 women whose stories are a part of this analysis faced a different kind of adversity. They suffered adverse experiences as children that in many instances left them wounded during their crucial developmental years, with the potential of pain and negative long-term effects that could have reverberated throughout the rest of their lives. Yet these women – all now accomplished in their various careers – did not continue to live lives as victims. This analysis furthers a previously completed study which set out to find out why their paths were different, leading them to be able to overcome obstacles to learning through leadership. Giele's (2008) life course questionnaire was used as the basis of the data collection. Those facing Adverse Childhood Experiences were identified first through a snowball sample and survey. As stated previously, those facing adverse childhood experiences may confront greater barriers to positive outcomes and be at an increasingly higher risk of more hurdles to success (Felitti et al., 1998). Some two decades ago, the initial study of Adverse Childhood Experiences (ACE) showed that the women surveyed faced a somewhat higher level of adversity than the male participants. In addition, Luthans and Avolio observed that leadership applications to resilience have been “largely ignored" (2003, p. 255). A systems thinking approach to the topic was adopted combining the previously collected interviews with an analysis of related literature. A conceptual model emerged from this analysis based on these results with key theoretical foundations pertaining to resilience and Authentic Leadership and other factors helping to support the conclusions reached. The women who volunteered for the interviews came from all parts of the U.S., having adverse childhood experiences and trauma as a common factor. The analysis resulted in the emergence of a conceptual model of positive influencers that these women indicated they shared – foundational factors including champions, work support, guiders, self-support, one's belief system and education – teachers, classes, and reading/self-development. The combination of these factors helped to propel those impacted into leadership roles – at various times during their educational development – further helping them to build resilience and protective factors, as described by the participants. This initial analysis could be further expanded to include male students indicating Adverse Childhood Experiences and trauma as well as those from other countries outside of the U.S. facing these types of barriers to growth and learning in other populations and cultures. The conceptual model built on the U.S. experiences may or may not hold once these other factors are added to the mix. As one participant summed it up, “I think the adversity I faced actually pushed me and prepared me to lead.” The conceptual model could be helpful to educators at various levels and institutions as they grapple with more challenging student life experiences as barriers to learning.

Keywords:

Barriers to Learning, Adverse Childhood Experiences, Education, Leadership, Resilience.