Publication Date



College of Professional Studies



Document Type



The purpose of the study is to explore how Adverse Childhood Experiences (ACEs) relate to perceived academic control and GPA for students with racially marginalized identities. We hypothesized: H1) students with higher ACE scores will show lower levels of academic control than students with lower ACE scores, H2) students with racially marginalized identities will report higher levels of ACEs, lower GPAs, and lower academic control than students not from racially marginalized identities, and H3) first-year students will report lower academic control and GPAs than continuing students. The results indicated partial support for the hypotheses. Additional research and student supports are needed.



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