This dissertation presents a qualitative, ethnographic, life history study of the link between trauma exposure and literacy habits of one female college developmental student. It is an investigation of the correlation between trauma-related symptoms, identity, literacy habits, and performance in all aspects of life. Furthermore, it is an analysis of the relationship of coping with trauma exposure to coping with schooling.
In terms of trauma, this single case presents multiple and repetitive exposure to trauma and suggests that traumatic experiences emerge as part of a victim’s identity. Victimization is so overwhelming that the individual describes herself in the trauma experience rather than in some other way. Her symptoms closely align with the symptoms of Post Traumatic Stress Disorder and her trauma exposure results in massive chaos during her schooling years. In terms of literacy, this data suggests that this individual’s external literacy skills, her reading and writing, as well as her internal literacy skills, her interpretation of her world and her life, have a strong affiliation with trauma. Both her reading and writing skills are integral to her dealing with her trauma and to her healing. Not only do they bring stability, they also give her restorative power.
This research confirms that trauma affects cognitive development and alters the way information is processed. It also influences performance as a literate being, and behavior, both inside and outside of school. Thus, this data suggests that the four components of trauma, identity, literacy, and life are significantly intertwined, as indelible and unalterable experiences are often invisible to others.