Date of Award

Spring 5-28-2025

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education/Higher Education PhD

First Advisor

Lorna Rivera

Second Advisor

Tara Parker

Third Advisor

Jason Lynch

Abstract

This dissertation explores the phenomenon of Secondary Racial Battle Fatigue (SRBF) and its impact on student affairs professionals of color in higher education. Grounded in critical qualitative inquiry and the lived experiences of participants, this study examines how emotional, behavioral, and physiological effects of SRBF manifest both through professionals’ direct racialized experiences and their roles supporting students enduring racial trauma. Framed by Racial Battle Fatigue (Smith, 2010) and Secondary Traumatic Stress (Figley, 1995), the research addresses three guiding questions: (a) How does SRBF manifest in professionals of color? (b) In what ways does it emerge when supporting racially traumatized students? and (c) How does SRBF shape professional practices in student affairs? Findings reveal that professionals of color are doubly impacted: first, through direct exposure to racial hostility and microaggressions within institutional environments, and second, through vicarious trauma while assisting students navigating bias incidents and racialized campus climates. Participants reported cumulative stress responses, including emotional exhaustion, hypervigilance, and disruptions to their physical and psychological well-being. The study highlights the urgent need for institutional accountability and the development of structured support systems to mitigate SRBF and its long-term effects. Implications include recommendations for policy reforms, leadership training, and wellness initiatives aimed at sustaining professionals of color in student affairs. By illuminating the nuanced experiences of these professionals, this research contributes to a deeper understanding of racialized labor in higher education and advocates for systemic change to foster equity and well-being.

Comments

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