Dissertation Defense Announcement Ed.D. Program: Petal R. Britton Gadsden “Exploring Coping Strategies: A Phenomenological Study of the Lived Experiences of Educational Opportunity Fund Program Advisors”

Academic advisors often serve as students’ primary point of contact at their institutions. However, their continual exposure to student
distress places them at elevated risk for burnout and compassion fatigue. These risks are especially pronounced for advisors in New
Jersey’s Educational Opportunity Fund (EOF), who support underrepresented students navigating complex academic, financial, and
personal challenges.

This phenomenological study examined the lived experiences of EOF advisors and the coping strategies they use to manage stress,
burnout, and compassion fatigue. Grounded in coping theory, the research sought to inform a framework for strengthening advisor
well‑being. Guided by questions exploring contributors to advisor stress, the coping mechanisms employed, and the institutional
supports needed, the study engaged eighteen EOF professionals through semi‑structured virtual interviews and the Maslach Burnout
Inventory.

Findings revealed that heavy caseloads, constant connectivity, unclear expectations, and limited institutional support significantly
heighten advisor stress, compounded by the emotional weight of supporting students in crisis. Advisors relied on relational,
emotion‑focused, and problem‑focused coping strategies—including peer support, self‑care, and boundary‑setting—to navigate these
pressures. Overall, the study demonstrates that burnout and compassion fatigue among EOF advisors stem largely from structural and
programmatic conditions. It underscores the need for institutional and program interventions such as increased flexibility, mental
health resources, and formal recognition. Strengthening advisors’ well‑being is essential to sustaining their capacity to support
underrepresented students and advance the mission of EOF.