Danielle Y. Hairston Green, Ph.D. Prairie View A&M University Assessing Stressors, Health Status, and Lifestyles Among Doctoral Students Attending a Historically Black University: Baseline Danielle Y. Hairston Green, Ph.D. Prairie View A&M University Samuel S. Sampson, Ph.D. QualQuan Group, LLC

My Current Research Assessing Stressors, Lifestyles, and Health Behaviors of Doctoral Students Attending an Historically Black University. (Hairston-Green & Sampson) IRB Protocol #2016-021 CAHS Every Step Matters: The Impact of Wearable Technology on the Overall Wellness Goals of Faculty and Staff at an 1890 Land Grant Institution. (Hairston Green & Smith) IRB Protocol #2015-0201-104 Perceptions of Mentoring and Mentoring Relationships Among African American Women Pursuing a Doctoral Degree at a Historically Black College or University. (Hairston-Green, Finley, Lane, Marion & Sampson) IRB Protocol # 2016-0601-113 S.L.A.P. Student Leadership Apprentice Program: The Implementation of a Leadership Development Program for College of Agriculture and Human Sciences Students at an 1890 Land Grant Institution. (Hairston-Green, Smith & Sampson) IRB Protocol #2016-002

“Life changing- personally, professionally, and spiritually.” IN ONE SENTENCE The Doctoral Experience Share one sentence to describe your doctoral experience #phdsingles Brown, ABD, 2011 Johnson, 2012, Ed.D. Gibbs, Student, 2014 “It has been an emotional roller coaster. When the stress is overwhelming, I focus on my end goal, because I know I will eventually Succeed.” “Life changing- personally, professionally, and spiritually.” “It was amazing!”* Walker, 2016, Ph.D. Hudson, 1995, Ph.D. Wolfe, 2015, Ph.D. “Hectic, Life changing. I learned a lot about myself through the experience, I found out I was mentally strong.” “ROUGH!” “Isolating!”

BACKGROUND & PURPOSE By the time students have reached the level of doctoral candidate or doctoral graduate many have simply “flat lined” thus preventing them from prospering post graduation and also paralyzing them at ABD status for years. African American Doctoral Students are at greater risk due to money, racial climate on campus, and lack of tradition in higher education in family (The Journal of Blacks in Higher Education, 2010).

BACKGROUND & PURPOSE The major purpose of this study is to conduct a baseline investigation of self rated health behavior and quality of life among doctoral students and doctoral candidates attending a Historically Black University.

Sarah Elizabeth Church Susan Gardner “Fitting the Mold of Graduate School: A Qualitative Study of Socialization in Doctoral Education” LITERATURE TIMELINE 2009 2011 2012 2008 Juniper, Walsh, Richardson & Morley Sarah Elizabeth Church Shanon Munro “Doctoral Persistence and Doctoral Program Completion Among Nurses” “Facing Reality: What Are Doctoral Students’ Chances for Success?” “A New Approach to Evaluating the Well-Being of PhD Research Students”

Wesley, Bordfeld & Fingerhut Myers, Sweeney, Popick, Wesley, Bordfeld & Fingerhut LITERATURE TIMELINE “Self-Care Practices and Perceived Stress Levels Among Psychology Graduate Students” 2013 2012 2016 Terrence Hicks* Salani, Albuja & Azaiza “Assessing Life Styles, Stressors and Health Status Among A Predominantly African American On Campus and On Campus Student Population” “The Keys to Success in Doctoral Studies: A Preimmersion Course”

DEMOGRAPHICS N=38 42% 50% 93% 63% 52% 50% Living Condition AGE ½ of the respondents reported living in a home with their own family (i.e. at least a significant other). DEMOGRAPHICS AGE Over 38 Years of age Source of Income Percentage of Students receiving financial aid and income from paid employment 42% 50% 93% 63% 52% 50% Gender Female Participants Educational Status Percentage of Students who are ABD Marital Status Students who are Married N=38 (125 Doctoral Students Enrolled Fall 2016; appropriate sample size of 30%)

Difficulty Concentrating 75% PRELIMINARY FINDINGS Student Life Stressors Irritation 80% Difficulty Concentrating 75% Tiredness 95% Anxiety 84% When participants were asked about their stressors the following was revealed (A little, Quite a lot, A lot): Tiredness Anxiety Irritation Concentrating

Problems with Professors 64% Not Coping Academically PRELIMINARY FINDINGS Problems with Professors 64% Not Coping Academically 74% Student Life Stressors Poor Finances 64% Family Problems 55% When participants were asked about their life stressors the following was revealed (Slightly stressed, A little Stressed, Highly Stressed): Academics Professors Finances Family

Psychosomatic Symptoms PRELIMINARY FINDINGS Psychosomatic Symptoms 12% Prescription Drugs 36% Health Status Chronic Disease 16% Temporary Disease 8% When participants were asked about their health status the following was revealed: Prescription Drugs Chronic Disease (More than a month) Psychosomatic Symptoms Temporary Disease (Less than a month)

Educated: HIV/STD Sexually Active Condom Use Use of illegal Drugs PRELIMINARY FINDINGS Lifestyles Sexually Active 95% Educated: HIV/STD 65% No Condom Use 100% Illegal Drug Use 12% When participants were asked about their lifestyle the following was revealed: Educated: HIV/STD Sexually Active Condom Use Use of illegal Drugs

WELL BEING ASSESSMENTS STRESS MANAGEMENT PROGRAMS Key Considerations WELL BEING ASSESSMENTS These assessments are a useful tool for those concerned with optimizing the doctoral experience among students. STRESS MANAGEMENT PROGRAMS It is hoped that this new generation of professors will implement what has worked during their own course of study and will change practices and remove obstacles that have caused others to leave programs without a degree.

POTENTIAL BENEFITS The results of the study can help higher education professionals and health prevention specialists understand the relationship between health behaviors, stress levels, and academic achievement among doctoral students and candidates. This information can also help an institution identify a subgroup of doctoral students and candidates who are at particular risk for certain health issues that could contribute to long term ABD status.

Danielle Y. Hairston Green, Ph.D. Thank you! Danielle Y. Hairston Green, Ph.D. dyhairstongreen@pvamu.edu Danielle.Green@ag.tamu.edu 936-261-5118