Table Of ContentABSTRACT
BACHENHEIMER, AARON. Being Smart and Social: The Lived Experiences of High
Achieving, Heavy Drinking College Students. (Under the direction of Dr. Joy Gayles.)
Studies showing the pervasiveness of college student drinking and the multitude of
serious negative consequences as a result of this consumption have left researchers calling
student abuse of alcohol “the single most serious public health problem confronting
American colleges” (Wechsler, Dowdall, Maenner, Gledhill-Hoyt, & Lee, 1998, p. 57) and
higher education professionals searching for a solution (Ham & Hope, 2003; Hingson et al.,
2009; Osberg et al., 2010; Perkins, 2002a; Wechsler & Nelson, 2008; White & Hingson,
2014).
Within the wide-ranging field of research on alcohol and college students, we have
learned very little about the drinking experiences of high-ability students; specifically how
they drink, why they drink, and what role drinking plays in their academic experience. What
we do know is that while the majority of the heaviest drinkers in college struggle
academically, there is a smaller but meaningful sub-set of high achievers that are part of the
heavy drinking college culture (CORE Institute, 2006; Moss, Chen, & Yi, 2007).
The purpose of this study was to describe and understand, through qualitative
research methods and a phenomenological approach, the lived experience of high academic
achieving and heavy drinking, traditionally aged college students, at a highly selective
research university. The central research question that guided this study was what is the
lived experience of college students who excel academically and engage in high-risk drinking
behaviors?
This study employed a qualitative phenomenological design approach. Through in-
person interviews with academically successful and heavy drinking college students at a
highly-selective private university, several key findings related to academic and social
identities, motivation to drink, and the process by which these students navigate their lived
experience as an academically successful, heavy drinking student.
This study has contributed new insight into a little understood phenomenon and has
allowed participants to contribute their voice to a field largely dominated by quantitative
research. By engaging in a qualitative and phenomenological study into a subject area with
far reaching health and academic implications, researchers and practitioners now have an
expanded understanding of this unique sub-set of college students and the various goals,
challenges, and needs that inform their experience.
© Copyright 2014 by Aaron Bachenheimer
All Rights Reserved
Being Smart and Social: The Lived Experience of High Achieving and
Heavy Drinking College Students
by
Aaron Bachenheimer
A dissertation submitted to the Graduate Faculty of
North Carolina State University
in partial fulfillment of the
requirements for the degree of
Doctor of Education
Higher Education Administration
Raleigh, North Carolina
2014
APPROVED BY:
_______________________________ ______________________________
Joy Gayles, Ph.D. Audrey Jaeger, Ph.D.
Committee Chair
________________________________ ________________________________
Alyssa Rockenbach, Ph.D. Sue Wasiolek, J.D.
ii
DEDICATION
For my students, whose amazing potential to make this world a better place has
inspired and challenged me. My professional purpose is to do all I can to create and
influence the kinds of learning environments that will allow them to reach and exceed what
they thought was possible.
iii
BIOGRAPHY
Aaron Bachenheimer is a student affairs professional and higher education
administrator with a career focus in the areas of leadership development and student
organization advising.
Originally from New York, NY, Aaron was raised in Chapel Hill, NC, and lived for
long stretches of his life in Boone, NC, Jackson, WY, Oxford, OH, and Farmville, VA,
before returning to Chapel Hill in 2009. He earned his Bachelor of Science degree in
Communications from Appalachian State University, a Master of Science in College Student
Personnel from Miami University (OH), and is completing his Doctorate in Education in
Higher Education Administration from North Carolina State University.
Currently, Aaron serves as Director of Fraternity & Sorority Life and Community
Involvement at the University of North Carolina at Chapel Hill. Prior to joining Carolina in
2009, Aaron worked at Appalachian State University as Assistant Director of Organizational
Leadership Education and at Hampden-Sydney College as Assistant Dean of Students. He
has worked in several other student affairs capacities including multicultural education,
student activities, and orientation. In addition, Aaron serves as a Regional Governor and risk
management education facilitator for Pi Kappa Phi National Fraternity, on the Board of
Advisors for Orange County (NC) Habitat for Humanity, and on the Board of Directors for
UNC Student Legal Services and Carpe Diem, a non-profit alcohol education program
located in Chapel Hill, NC.
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ACKNOWLEDGMENTS
While this experience has been a lot of fun and exceptionally interesting and
rewarding, it has also taken a lot of time, energy, and enthusiasm that might have otherwise
been directed towards the people in my life that I love and care for. I could not have reached
this point without a lot of patience, support, assistance, friendship and love from more people
than I can fit in these pages.
To my dissertation committee—Dr. Joy Gayles (chair, advisor and #1 cheerleader),
Dr. Audrey Jaeger, Dr. Alyssa Rockenbach, and “Dean Sue” Wasiolek—thank you for each
contributing to my doctoral education in the classroom and for your insight, guidance and
support that has allowed me to complete this project. I am very grateful to have had the
chance to take a class from you, teach a class with you, work on a research project with you,
or be advised in my educational and professional path by you. You have all made me a
better thinker, writer, and professional. I look forward to calling you colleagues and friends
for many years.
To my Mom, Dad and Peg, Dianne, Rachel and Richard, Andy, Simon and Lilly, and
the extended step-sibling crew—thanks for the many meals, notes and words of
encouragement, and love you have given me. Your care and support has meant a lot to me
not just during the last several years but for as long as you have been in my life and I in
yours.
To my extended family and friends, colleagues and classmates—thanks for the
excitement you have expressed for this project even though you may not have always
v
understood what I was doing, and the insight when you did. It made a big difference to my
mental state when you would say “that sounds so cool” when I was rambling on about my
research.
Finally, and most importantly, to my wife and partner in crime, Dorsey—you have
certainly borne the brunt of my time away from home, and time at home locked up in the
“office”. You have also smiled (mostly) through my diverted attention and energy, and that
patience has been critical to allowing me to finish this without the overwhelming bummed-
outness I feel when I do not get to play with you, go on fun trips with you, head out for a run
with you, or just lay around with you and the dogs. I am looking forward to getting back to
“being me” and our life together. I love you.
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TABLE OF CONTENTS
LIST OF TABLES ............................................................................................................ viii
CHAPTER 1. INTRODUCTION .......................................................................................... 1
Purpose of the Study ................................................................................................ 11
Research Questions .................................................................................................. 13
Definition of Terms ................................................................................................. 14
Significance of the Study ......................................................................................... 17
Overview of Methodological Approach ................................................................... 18
Chapter Summary and Organization of the Study ..................................................... 21
CHAPTER 2. LITERATURE REVIEW .............................................................................. 23
Drinking and Academics .......................................................................................... 25
High Achievement ................................................................................................... 35
Cognitive Decision-Making Factors ......................................................................... 46
Chapter Summary .................................................................................................... 80
CHAPTER 3. METHODOLOGY ....................................................................................... 82
Research Design ...................................................................................................... 84
Researcher Statement of Subjectivity ..................................................................... 100
Ethical Issues ......................................................................................................... 104
Chapter Summary .................................................................................................. 107
CHAPTER 4. PARTICIPANTS ........................................................................................ 108
Participant Summaries ........................................................................................... 110
Buck .......................................................................................................... 111
David ......................................................................................................... 114
Gilbert ........................................................................................................ 116
Hannah ....................................................................................................... 118
JT ............................................................................................................... 121
Katie .......................................................................................................... 125
Stephanie ................................................................................................... 128
Tommy ...................................................................................................... 130
Chapter Summary .................................................................................................. 134
CHAPTER 5. FINDINGS ................................................................................................. 135
Major Themes ........................................................................................................ 135
Development of Academic Identity as Smart .............................................. 138
vii
Development of Social and Drinking Identity ............................................. 159
This is Why I Drink .................................................................................... 180
Navigating the Work Hard/Play Hard Philosophy ....................................... 206
Chapter Summary .................................................................................................. 241
CHAPTER 6. DISCUSSION ............................................................................................. 243
Discussion of Key Findings ................................................................................... 245
Implications for Practice ........................................................................................ 279
Conclusion ............................................................................................................. 290
Limitations ................................................................................................. 290
Directions for Future Research ................................................................... 294
Closing Thoughts ................................................................................................... 297
REFERENCES.................................................................................................................. 298
APPENDICIES ................................................................................................................. 322
Appendix A—Interview Guide .............................................................................. 323
Appendix B—Informed Consent Form (2013-2014) .............................................. 325
