Examining Impacts of Collegiate Recovery Programs on Community College Student Success
College
College of Education & Professional Studies (Darden)
Department
Educational Leadership & Workforce Development
Graduate Level
Doctoral
Graduate Program/Concentration
Community College Leadership
Presentation Type
Oral Presentation
Abstract
The purpose of this study is to comprehensively assess the impact of collegiate recovery programs (CRPs) on community college (CC) students navigating substance abuse recovery. Researchers explore how participation influences students' perceptions navigating their college experience, recovery capital scores, and personal understanding and evolution of the concept of recovery capital. The study examines impacts of CRPs in community colleges, thereby supporting students in their dual pursuit of academic success and sustainable recovery. Analysis will enhance the understanding of the effectiveness of CRPs in community colleges and contribute to the development of more tailored and impactful recovery support services.
This research used a mixed-method, quasi-experimental approach (Chenoweth et al., 2016) using the Brief Assessment of Recovery Capital (BARC-10) tool and a unique, 18-question survey about student participants experiences for quantitative data, and an eight question, open-ended narrative exit survey. Ajzen’s (1985) theory of planned behavior (TPB) is the theoretical framework. The literature review in this study focused upon collegiate recovery, recovery capital, the methodology and research design for this study, and the potential impact of the expansion of these services into the CC sector. Additionally, literature on the TPB and intersectionality will be addressed, as well as the alignment between the missions of CCs and CRPs.
Despite the growing amount of research on drug and alcohol policy and treatment methods (Ashford, Brown, et al., 2018b), the social theories of recovery and social capital (Cloud & Granfield, 2008; Hennessy, 2017), grounded theory research on people in recovery (Vest et al., 2023), and some macro studies on collegiate recovery at four-year schools (ARHE, 2022), there is little research on collegiate recovery at the CC level or for students in recovery. With the growth of a national criminal justice rehabilitation model, drug courts and alternative/non-punitive sentencing for non-violent offenders, and expanded Pell-eligibility, more people in recovery can attend college (Gallagher, 2015). There are similarities in the general missions of community colleges and the collegiate recovery. CRPs are broadly defined as a cohort of college students on a college campus who are in active recovery from substance use disorder (SUD) who participate in a mutual support system based on the college campus (Laudet et al., 2015). Recovery capital is the entirety of all resources, internal and external, that can be utilized to sustain recovery from SUD (Cloud & Granfield, 2008).
Each academic year, more CRPs are created to support students in recovery. Current literature is modest compared to other student services or mental health initiatives but indicates that a CRP can improve the effort of engaging, retaining, and building the recovery capital of students. Since CCs are associated positively with being a springboard out of poverty, building stronger communities, and are inherently engaged in regional problem solving (Baldwin, 2017; Mellow & Heelan, 2015; Nevarez et al., 2013; Wood & Palmer, 2013), naming a system that helps grow equity, increases access to academics and workforce development, supports the local community, and strives for academic excellence can potentially describe both community college and collegiate recovery.
Keywords
Collegiate recovery program, Recovery, Addiction services, Community college, Student services, Peer-based, Recovery capital, College counseling, Theory of planned behavior, Intersectionality
Examining Impacts of Collegiate Recovery Programs on Community College Student Success
The purpose of this study is to comprehensively assess the impact of collegiate recovery programs (CRPs) on community college (CC) students navigating substance abuse recovery. Researchers explore how participation influences students' perceptions navigating their college experience, recovery capital scores, and personal understanding and evolution of the concept of recovery capital. The study examines impacts of CRPs in community colleges, thereby supporting students in their dual pursuit of academic success and sustainable recovery. Analysis will enhance the understanding of the effectiveness of CRPs in community colleges and contribute to the development of more tailored and impactful recovery support services.
This research used a mixed-method, quasi-experimental approach (Chenoweth et al., 2016) using the Brief Assessment of Recovery Capital (BARC-10) tool and a unique, 18-question survey about student participants experiences for quantitative data, and an eight question, open-ended narrative exit survey. Ajzen’s (1985) theory of planned behavior (TPB) is the theoretical framework. The literature review in this study focused upon collegiate recovery, recovery capital, the methodology and research design for this study, and the potential impact of the expansion of these services into the CC sector. Additionally, literature on the TPB and intersectionality will be addressed, as well as the alignment between the missions of CCs and CRPs.
Despite the growing amount of research on drug and alcohol policy and treatment methods (Ashford, Brown, et al., 2018b), the social theories of recovery and social capital (Cloud & Granfield, 2008; Hennessy, 2017), grounded theory research on people in recovery (Vest et al., 2023), and some macro studies on collegiate recovery at four-year schools (ARHE, 2022), there is little research on collegiate recovery at the CC level or for students in recovery. With the growth of a national criminal justice rehabilitation model, drug courts and alternative/non-punitive sentencing for non-violent offenders, and expanded Pell-eligibility, more people in recovery can attend college (Gallagher, 2015). There are similarities in the general missions of community colleges and the collegiate recovery. CRPs are broadly defined as a cohort of college students on a college campus who are in active recovery from substance use disorder (SUD) who participate in a mutual support system based on the college campus (Laudet et al., 2015). Recovery capital is the entirety of all resources, internal and external, that can be utilized to sustain recovery from SUD (Cloud & Granfield, 2008).
Each academic year, more CRPs are created to support students in recovery. Current literature is modest compared to other student services or mental health initiatives but indicates that a CRP can improve the effort of engaging, retaining, and building the recovery capital of students. Since CCs are associated positively with being a springboard out of poverty, building stronger communities, and are inherently engaged in regional problem solving (Baldwin, 2017; Mellow & Heelan, 2015; Nevarez et al., 2013; Wood & Palmer, 2013), naming a system that helps grow equity, increases access to academics and workforce development, supports the local community, and strives for academic excellence can potentially describe both community college and collegiate recovery.