The Academic Impact of Hurricane Rita:
Voices of Students 

E. Jane Irons
LamarUniversity

Nancy L. Carlson
LamarUniversity

Betty Duncan
LamarUniversity

Faith P. Wallace
LamarUniversity

     In 1995 Meichenbaum predicted that yearly as many as two million people in the United States would be affected by some form of natural disaster such as hurricanes, tornadoes, floods, or earthquakes. Eight years later McCarthy and Butler (2003) predicted that as many as 30% of the U.S. population would directly experience a traumatic event during their life time. Although most individuals will not exhibit significant psychological impairment as a direct result of hurricanes, many could experience traumatic stress, anxiety that could impair their ability to function in a variety of conditions to include academic environments (Shalev, 2007). This paper discusses the academic impact of Hurricane Rita from the perspectives of 179 university students.
Background
Hurricane Rita
     Hurricane Rita hit the southeast Texas coast on September 24, 2005 with winds measured at 120 miles per hour. Hurricanes are classified according to wind speed using miles per hour as follows: class 1 (74-95 mph, minimal damage), class 2 (96-110- mph, moderate damage), class 3 (111-130 mph, extreme damage), class 4 (131-155 mph, extreme damage), class 4 (greater than 155 mph, catastrophic damage) ("Rita Captured," 2005). Hurricane Rita was classified as a class 3 hurricane, but before reaching landfall, Rita's top wind speed was measured at 175 mph. According to the Beaumont Enterprise (2006, September 24), Rita is on record for being the strongest measured hurricane to ever churn through the Gulf of Mexico.
     Hurricane Rita caused extensive damage to Southeast Texas. The disaster area was larger than the state of West Virginia, covering some 25,189 square miles and destroying or damaging 75,000 households. Rita felled 25% of the trees in southeast Texas and dumped 8.89 inches of rain on the city of Beaumont, TX ("One Year Since Hurricane Rita," 2006).
     Hurricane Rita ranked seventh among the costliest U.S. storms ever, with an estimated $10 billion worth of damage. The Corps of Engineers installed blue coverings on 20,870 roofs and the Federal Emergency Management Agency (FEMA) leased 4,600 trailers to families in the disaster area ("Rita Captured," 2005).
     Two days before Rita reached landfall authorities mandated evacuation in southeast Texas. Major cities included Galveston, Houston, and Beaumont causing over 1.3 million people to flee. Following Rita, Beaumont was designated a disaster area and the National Guard was called in to patrol and dissuade people from returning to their homes immediately after the hurricane. In some areas it was over 3 weeks before electricity was restored with water, sewer, and garbage services resuming after that time ("Rita Captured," 2005; "One Year Since Hurricane Rita," 2006).
     The president and other officials of Lamar University worked diligently to ensure that the university opened as soon as possible and on October 19, 2005 the university resumed classes. Faculty were asked to lengthen class periods by 15 minutes and to adapt assignments to enable students to complete the semester by early December. Lane (2006, September 29) reported that Lamar University's official fall enrollment was down 689 students compared to the previous year. The enrollment decline has been attributed to the impact of Hurricane Rita.
Stress vs. Traumatic Stress
     Shalev (2007) differentiated stress from traumatic stress. Stress literature focuses upon medical models utilizing clinical outcomes such as blood pressure, controlled conditions, and experimental research decisions. In contrast, traumatic stress literature utilizes more naturalistic retroprespective and observational methods that describe the development of traumatic stress. Hobfall (1989) developed a model to explain stress resulting from natural disasters. Hobfall has suggested that natural disasters such as hurricanes lead to stress reactions in which the primary concern is to conserve resources.
Conservation of Resources (COR) Model (Hobfall, 1989)
     The COR model assumes that people build up and retain resources to enhance themselves and maximize positive reinforcement. COR theory predicts that stress occurs when there is a loss of resources, threat of loss of resources, or lack of resource gain. Hobfall (1989) identified four types of resources. Object resources include possessions such as a home or car. Condition resources comprise employment or social roles. Personal resources include self-esteem or locus of control. Finally, some examples of energy resources may be insurance, money, knowledge, or time.
     According to Hobfall (1998), the COR model emphasized the need to build and maintain resources as the means to obtain goals and achieve self-satisfaction. This model assumes that loss of resources results in greater traumatic stress and reduced capacity to cope.

The Literature

     Application of the COR model in natural disasters has received support in the literature. Freedy, Shaw, Jerrell, and Masters (1992) and Kaiser, Sattler, Bellock, and Dersin (1996) identified loss of resources as a primary factor in determining psychological adjustment after a natural disaster. These authors suggested that resource loss accounted for more psychological stress variance than personal variables such as age or race.
     Monnier and Hobfall (2000) suggested that practitioners use the COR model to address resource loss because minimizing loss would mitigate feelings of stress and anxiety following a natural disaster.
     Kaniasty and Norris (1995) and Sattler, Adams, and Watts (1995) found that groups with limited educational and financial resources and weak social support networks usually fared worse psychologically than groups who were more educated, had strong social support networks, and were able to replace lost resources. Similarly, Edwards (1998) noted that displaced families with few financial resources were more susceptible to disaster-related stress because they lacked money for disaster recovery access. Burnett et al. (1997) suggested that traumatic stress could result from obstacles encountered during the restoration of a damaged home after a natural disaster.

The Study

     The purpose of this study was to examine the academic impact of Hurricane Rita from the perspectives of university students.
Questions for Research
     Both quantitative and qualitative questions were utilized in this study. Three quantitative questions utilized a Likert-type scale asking students to rate their responses from (0) least to (4) highest. The three quantitative questions follow:

1. What was the impact of Hurricane Rita on academic content?
2. What was the impact of Hurricane Rita on academic achievement?
3. What was your level of anxiety with respect to Hurricane Rita?

     Open ended-questions invited students to describe major issues resulting from Hurricane Rita that impacted academic experiences, to discuss major lessons learned from the hurricane experience, and to provide recommendations that would assist faculty to be more aware of student needs and anxieties following a hurricane experience.
Design and Data Collection
     Survey research methods were used. The design was descriptive. After institutional review a short survey was handed out in graduate and undergraduate classes. This survey was conducted at the end of the spring semester approximately 9 to 10 months following the hurricane. Participation was voluntary and 179 students completed the survey.
Data Analysis
     Demographic information was analyzed using descriptive statistics in the form of frequencies. Analysis of variance (ANOVA) comparisons were generated using the responses from each of the three Likert-type questions. The open-ended questions were analyzed using qualitative methods to identify trends and issues.

Results

Descriptive Information
     Two major ethnic categories emerged with 25 (14%) being African American and 144 (80%) being Caucasian. The majority of this sample was female, 144 (80%), who reported being at the end of their academic program, 96 (54%). Another 47 (26%) reported being in the middle of their program. Graduates comprised 55% of the respondents. Respondents from teaching and nonteaching fields were identified with 51% being from education fields. Significant ANOVA findings follow.
     One significant finding emerged with respect to academic content, F (2,178) = 22.65, p = .01. Since there were more than two means involved, a Tukey multiple comparison analysis was conducted to identify which parts of the program differed significantly with respect to participants' perceptions of academic content gain. Table 1 shows the Tukey multiple comparison results. The mean difference is significant at the .01 level.
     The Tukey multiple means comparison analysis given in Table 1 shows significant differences with respect to position in the program. Students at the end of their program (M = 3.66, SD = 0.90) perceived that they had acquired significantly more academic content than students at the beginning of their program (M = 2.28, SD = 1.32). Similarly, students at the end of their program (M = 3.66, SD = 0.90) believed that they had acquired significantly more academic content than students in the middle of their program (M = 3.11, SD = 1.13), F (2,176) = 22.65, p = .01.
Significance by Degree Level
     With respect to academic content undergraduate students (M = 3.59, SD = 0.98) reported receiving significantly more academic content during the semester Hurricane Rita occurred than their graduate counterparts (M = 2.94, SD = 1.25), F (1,77) = 14.64, p = .01.
Qualitative Responses
     Respondents were asked to comment upon their perceptions of academic content acquired, their academic achievement, levels of perceived anxiety, lessons learned, and recommendations for faculty in case of another hurricane disaster. Selected responses representing each area depict stress and anxiety and coping across each area.
Academic Content Acquired
     "I believe missed classes had an impact on the content acquired. We missed completing several crucial assignments."
     "Much was 'cut out' to fit the time after the hurricane."
     "Upon returning from Hurricane Rita there was no room for personal life. All assignments were still due with very little time to get them done. When was it all to be done between the tree being removed from my home – grandfather in hospital – children in amazement, all I needed was help – not assignments due."
Perceived Academic Achievement
     "I got all A's so I can't say it affected me all that much."
     "I was out of my home and things were so chaotic my grades suffered."
     "Forced to prioritize, academics came behind housing, food, family concerns."
     "I took 19+ hours, made the dean's list. It was great for everything to get back to normal even with water damage and the odor in the education building."
     "The impact was very high because I didn't obtain any cognitive progress."
Level of Anxiety
     "This is an anxiety that I have never had before. I do not want to go through the stress of recovery again. I still need a new roof."
     "We stayed through the storm – it was so awful. I have a huge anxiety about hurricanes now."
     "If it happens it happens, it is a natural disaster and we have no control over it."
     "Preparation has alleviated anxiety, yet the threat of another hurricane is a constant concern."
Lessons Learned
     "People learn to work together at times like this to survive the storm and to repair its damage. Social contact grew stronger because social boundaries dropped because of the circumstances."
     "Family is first and so is their safety. Being together and knowing where other family members are relieves stress. Always pack textbooks, communication is needed to cover the material required. As a student I learned that you cannot procrastinate projects and assignments because we lost days and had so much at one time, it became a stressful period."
     "Evacuate as soon as possible. Have a plan for your evacuation and fill up the gas tank. Pack a lot of extra underclothes. Stock up on purified water and take all of your medicines."
Recommendations for Faculty
     "Expect anxiety and many absences. Get email or other student contact information."
     "Be flexible in adjusting assignments. Consider needs of students who are personally impacted, allow for an online option if class is interrupted for too long of a time."
     "There are no major recommendations that I can give professors to prepare for a natural disaster. They are unpredictable and very difficult to gauge. You don't even know if there will be a school to return back to, as is the case with a lot of schools in Mississippi and New Orleans."
     "Cancel classes before evacuation becomes mandatory. Understand students have others that may depend upon them, therefore do not count them absent if they miss class before mandatory cancel."
     "They should give a period of adjustment when coming back after the storm, they should consider the losses of each student, and they need to consider the ongoing stresses after class."
     "Keep students informed. Contact students via email to let us know when classes resume, give extended time to complete assignments when we return to class."
     "Remember people were not here, they were in other areas of Texas as well as surrounding states."
     "Professors need patience. Telephone calls in class could be very important because contractors, insurance adjusters, and FEMA people did not care if you were in class."
     "Students appearing anxious and uncomfortable might need comfort."
     Some graduate students in education were asked to write reflections about their hurricane experience upon returning to class immediately after the experience. These reflections clearly show stress, anxiety, empathy, and coping of our students as they returned to work after the hurricane.
Reflections
     Our students were to return on Monday, October 17. . . . My first day of returning to work was spent conducting a walkthrough of the school to examine the extent of the damage. . . . We reconnected computers and other office equipment before we were asked to leave the building so it could be fogged again. The fogging of the building was of concern because I watched these men in haz-mat suits entering the building to fog for mold. Since they were wearing haz-mat suits, I questioned whether it was safe to be returning the next day. Since I have returned to school, I have had an irritation in my throat that I cannot get rid of despite my best efforts. We had to clean the material off our desks and belongings while the teachers had to clean their rooms after the spraying. Only in education would you find employees cleaning after hazardous materials were sprayed in the work environment.
     On Monday, our first day back with students, we spent the morning re-enrolling the students who attended another school while we were evacuated. We re-enrolled about 100 students. . . . I talked to the Special Education director about the process for re-enrolling the special education students who attended another school during the evacuation. It was decided that we will have to hold transfer ARDS to officially complete the transfer of services from the other district back to our district even though no records were ever sent to the other schools and services have not changed. Better to be safe than sorry. Also, during the day I have to make sure classes are covered so that teachers may leave to meet with their insurance adjusters. I had asked about hiring a substitute teacher for this purpose so teachers would not have to cover someone else's class on their conference period, but was told they will have to take care of that on their own.
     "Personally, I am tired and unable to sleep at night. I am not sure why I am unable to sleep at night. I do not know if it is due to the Astros losing on Monday night or worrying about all the things I have to do to get caught up with work. I think it is the latter, but the former did not help."
     "It is amazing the amount of paperwork we deal with instead of attending to the needs of the students. So far most of the students that I have talked to in classrooms, hallways, my office, and the cafeteria seem to be fairly well adjusted. It is kind of scary how the devastation that is evident daily has now become commonplace in all of our lives. We accept it and move on with our lives instead of getting stuck in our own despair and sorrow."
Additional Reflections
     Back to school came the teachers and staff, after being away for six school days. Back they came to a building where everything was topsy-turvy and nothing was where it should be. They came prepared to sort out, unpack, re-plug, and obtain some sense of order. Each came with thoughts of their own private ordeal. Each carried scars from the past six days.
     On that day and for several days after being able to talk about and listen to what had happened to each one helped make the horror subside. There were tales of trips to states as far away as Alabama, to the state capital, to San Antonio, to Conroe and Livingston, to Houston and back home again in total frustration. They had sat in lines of traffic for hours, even days. They had run out of gas and cash, patience, and hope. They had observed those who were suffering more than they were and had helped those that showed more desperation. They had fallen asleep at the wheel, relieved themselves in a zip lock bag, been bitten by a dog, seen the elderly ill die being deprived of air and oxygen. The actual facts of the stories varied, but the tone of extreme anxiety and anguish was present in each one.
     Students returned on Thursday. Their parents had been calling, hoping the school would reopen. With few exceptions they came that day, thankful to return to their teachers. My granddaughter joined the third grade. She was now a Rita evacuee from a town that was still without electricity and an open school district. . . . the joy of being together once again was evident everywhere. There were hugs and happy faces. . . . In classrooms, the children talked and wrote about their experiences. They told of the ways that they had amused themselves when they had been in their cars for long periods of time. . . . there were stories of wiggly pets and crowded motel rooms. Overall, the children seemed to realize that they were very fortunate to have come home and to find little or no destruction because of the effects of Rita.
     "We returned home on Sunday to unboard the windows and bring back the things we had taken with us just days earlier. Each room in the house was appreciated and it seemed wonderful to sleep in our own beds."
     "I now look forward to having time to sort through closets and drawers, time to identify what is really important, and necessary in my life. I want to be so organized that everything of value will be readily at hand and things of no consequences will be discarded. It is unbelievable what one accumulates and what clutters our lives."
     "Because of Rita, I have experienced the bonds of friendship. I have also seen first hand that from this day forward I must live my life knowing that when I see someone in an unfortunate situation, I must consciously realize that there, but for the grace of God, go I.

Summary and Conclusion

     This study used survey research and qualitative reflections to examine the perceptions of 179 university students concerning academic achievement in the aftermath of hurricane Rita. The majority of the respondents were white, female graduate students in the middle or final part of their academic programs. About half of these students were education majors, while the other half reported majoring in non-education fields.
     Students at the end of their program reported accomplishing significantly more academic content than students at the beginning or in the middle of their programs. It appears that respondents interpreted the questions cumulatively rather than only during the semester of the hurricane. Another significant result showed that undergraduate students reported achieving more academic content than graduate students. Such results might be explained by the job and family responsibilities of graduate students. Many undergraduate students lived on campus in the dorms and evacuated to family or friends. Qualitative responses showed that many graduate students reported being caregivers to their own parents as well as their own children. In addition, qualitative responses showed that in case of a hurricane, family responsibilities came first in both evacuation and recovery. High levels of anxiety and stress were associated with both loss and recovery.
     This study supports the COR stress model that predicts traumatic stress with the loss of resources, particularly object loss such as a roof, a home, or other personal possessions. Many students expressed concern about energy resources such as insurance issues and time issues.
     The most important coping technique emerged as the ability to meet peers, friends, or even acquaintances and talk about and listen to their hurricane experiences. Many respondents indicated a need for familiar structure and normalcy while some felt they were better able to identify what was really important and necessary as a result of their hurricane experience. Many recognized the value of relationships and friendships.
     The findings of this study support the need for provision of coping strategies such as allowing class time for discussions and reflections concerning personal traumatic experiences after a hurricane. Respondents noted that it would be helpful to have more communication with faculty during evacuation and suggested that faculty keep student email and cell phone information readily available. Finally, faculty need to consider the emotions and needs of their students after a traumatic hurricane experience so that beneficial adjustments and accommodations may be addressed.

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Table 1
Tukey Multiple Comparison of Means