Date of Award

Winter 12-17-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Katherine Cho

Abstract

This study posits that gun violence in the United States is a public health crisis and that colleges and universities must actively collaborate to develop and implement solutions to address and prevent this crisis, which affects communities and students. Gun violence can and does lead to disruptions in educational access, travel and safety, as well as have longstanding impacts on mental health. While extensive research exists that is focused on the impact of community and gun violence exposure on K-12 students, the impact of community violence and gun violence exposure on emerging adults in university settings is limited and remains poorly understood (Wamser-Nanney, 2023). College students are at a crucial developmental stage during which they are highly exposed to community violence, particularly gun violence if they reside or attend school in a high-crime area (Centers for Disease Control and Prevention [CDC], 2020; Fowler et al., 2015). However, less research exists focusing on the experiences of direct or indirect community gun violence exposure on college students. Through a qualitative study, guided by Brofenbrenner’s (1994) ecological model, this study is guided by the following questions: (1) how direct or indirect community gun violence exposure influenced college student experience, and (2) how have higher education institutions responded to their experiences. This study employed critical phenomenology as a way to align with the methodology to examine how systems and structures impact communities (Bhattacharya, 2017). Through exploring the phenomenon of gun violence and its impact on college students (both past and present), this study utilized an iterative method of both semi-structured interviews with 9 participants in the Chicagoland area. In doing so, results have illuminated the normalized language for community survival, the framing of higher education spaces representing (ideological) safety, and perceptions of what it means to move “past” gun violence. As such, this study highlights the importance of providing a holistic approach to understanding students and reiterates the need to not only prioritize wellness and student success but also connect wellness to the geospatial environment in which students exist. Implications from this study offer insights to bolster resources and foster supportive college environments and classrooms for all students, and guide faculty, staff, and university leadership in implementing trauma-informed education and resources. In doing so, this study hopes to provide valuable perspectives for the interdisciplinary academic community to collectively address gun violence as a public health crisis.

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