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Author: Erik E. Morales
Publisher: Peter Lang
ISBN: 9780820467634
Category : Education
Languages : en
Pages : 180
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Book Description
Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.
Author: Erik E. Morales
Publisher: Peter Lang
ISBN: 9780820467634
Category : Education
Languages : en
Pages : 180
Get Book Here
Book Description
Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.
Author: James A. Britton
Publisher:
ISBN: 9780438853430
Category :
Languages : en
Pages : 150
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Book Description
Students can thrive within school programs and sustain their capacity for success despite seemingly overwhelming obstacles. A model of school-based resilience can insulate students from risk and help students acknowledge challenges, embrace them, and learn as students encounter challenge and surmount it. This study of a high school program analyzed the relationship between educational resilience and academic achievement through a direct measure of resilience. The research investigated whether a program increased resilience for minority and low-income high school students and whether stronger resilience was associated with improved academic outcomes. Students in the program produced significantly better academic outcomes, as measured by their improvement in the ACT Educational Planning and Assessment System (EPAS) and Advanced Placement course enrollment. The resilience for students in the study did not improve to a statistically significant level as measured by the Resilience and Youth Development Module. In addition, the study did not find a statistically significant relationship between resilience and the academic indicators. The study’s findings contribute to the growing body of research on the complex nature of resilience for individuals and helps to hone in on resilience as an operational construct for school systems. While this study could not tie student achievement directly to an academic resilience measure, the research laid a path for future studies. An instrument that can differentiate students in terms of school-based resilience would aid the study of how resilience can improve student achievement. The research magnified the need for an educational resilience measure and a mixed methods approach to school-based resilience research.
Author: Erik E. Morales
Publisher: University Press of America
ISBN: 0761852719
Category : Education
Languages : en
Pages : 101
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Book Description
"Over the course of ten years, this extensive qualitative study focused on the academic resilience phenomenon. The research delves into the educational resilience experiences of fifty low socioeconomic students of color from a variety of racial and ethnic backgrounds. In addition to chronicling specific protective factors and processes active in the students' lives, several symbiotic relationships between groups of protective factors are documented and explored. A Resilience Cycle theory, which was chronicled in previous works of the authors, is used as a framework to view essential elements of the students' academic success. Ultimately, the data and findings are used to propose practical suggestions for promoting academic resilience in at-risk youth nationwide. Furthermore, because one author specializes in education and the other in psychology, both of these disciplines are brought to bear on this crucial and understudied topic." -- from back cover.
Author: Robert J. Sternberg
Publisher: IAP
ISBN: 160752516X
Category : Education
Languages : en
Pages : 271
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Book Description
The Other Three R’s model began as an American Psychological Association (APA) initiative, sponsored by Robert J. Sternberg, IBM Professor of Psychology and Education at Yale University and Past President of the APA. For both this initiative and this edited volume, Sternberg assembled a diverse team of experts who identified reasoning, resilience and responsibility as three learnable skills that, when taken together, have great potential for increasing academic success. The authors of this volume present in detail their evidence-based arguments for promoting TOTRs in schools as a way to optimize student success.
Author: Henry C. McCain (III)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
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Book Description
The proportion of Black men enrolled in college is representative of the Black male population in the U.S. (Toldson, 2019). However, an investigation of the 2010 college entry cohort of Black men showed that only 34% graduate within six years (National Center for Education Statistics; NCES, 2019). The disparity in Black male graduation rate is clearer when compared to other races such as White men (61%), Hispanic men (50%), and Asian men (70%) (NCES, 2019). Within-group disparities also exist in that Black women graduate at a rate of 44% (NCES, 2019). Much of the literature on Black undergraduates has been conducted at predominantly White institutions (PWIs) and has shown a pattern of Black male underachievement (Harper, 2015). These studies examined deficit-informed factors such as hostile racial climate (Carter, 2008; Flowers, 2004), racism (Harper, 2007, 2015; Singer, 2005), microaggressions (Sue et al., 2007), and lack of institutional support (Hotchkins & Dancy, 2015) to understand institutional or personal impediments to Black male graduation. Although deficit studies discussed institutional policies and demographic variables that combine to decrease Black male graduation rates, such research also endorses the perception that Black men cannot succeed in college. However, some recent literature has utilized an anti-deficit framework which elucidates the positive attributes of Black men who have graduated despite the institutional inequities (Bridges 2010; Harper, 2007; Strayhorn, 2008; Williamson, 2010). Much remains to be known about Black male students who succeed through these challenges. With that goal in mind, this study will examine the factors of resilience and engagement that help Black men attain academic success in college. The present study utilized quantitative analyses to explore hypotheses concerning the relationship among demographic variables, academic resilience, student engagement, and academic achievement. Participants were recruited from a Midwestern PWI. This researcher engaged in a variety of techniques to obtain the sample which included email list-servs, registered student organizations, flyers, and snowball sampling. The measures used included a demographic instrument, the Student Engagement Scale (SES; Gunuc & Kuzu, 2015), and the Academic Resilience Scale (ARS-30; Cassidy, 2016). Data were collected online using Qualtrics survey software. A total of 124 Black men from a Midwestern PWI agreed to complete surveys Primary analyses were bi-variate correlation and logistic regression. In this study, academic resilience and student engagement were statistically significant predictors of academic achievement. Student engagement was found to be a predictor of academic achievement. Academic resilience was not a better predictor of achievement when compared to student engagement.
Author: Erik E. Morales
Publisher: Nova Novinka
ISBN: 9781617282850
Category : Education
Languages : en
Pages : 40
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Book Description
Over the course of ten years, this extensive qualitative study focused on the academic resilience phenomenon. The research identifies significant risk and protective factors and uncovers specific processes by which the students have been able to overcome risk through the strategic utilisation of personal, environmental, and familial resources (protective factors). This book discusses the statistical analysis presented in the study, as well as the data and findings which are used to propose practical suggestions for promoting academic resilience in at-risk youth nation-wide.
Author: Stuart Rhoden
Publisher: Routledge
ISBN: 1351658506
Category : Education
Languages : en
Pages : 193
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Book Description
Centered on a case study of a mid-Atlantic charter school, this book identifies the key factors that help Black male students navigate high school in spite of traditional and historical barriers. Rather than examining their experiences through a deficit model, this book adds to the growing body of data on the importance of positive role models—including parents, peers, teachers, and administrators—in facilitating socio-emotional and academic success at the secondary and postsecondary level. Rhoden demonstrates that encouraging trust and persistence in Black male students are essential components to positive academic and social achievement in the face of perceived and real structural inequalities.
Author: Geoffrey D. Borman
Publisher: Routledge
ISBN: 1135634912
Category : Education
Languages : en
Pages : 301
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Book Description
This book brings together up-to-date, research-based evidence concerning summer learning and provides descriptions and analyses of a range of summer school programs. The chapters present theory and data that explain both the phenomenon of summer learning loss and the potential for effective summer programs to mitigate loss and increase student achievement. Summer Learning: Research, Policies, and Programs: *presents evidence describing variations in summer learning loss and how these learning differences affect equality of educational opportunity and outcomes in the United States; *discusses the development, characteristics, and effects of the most recent wave of summer programs which are designed to play key roles in the recent standards movement and related efforts to end social promotion; *examines the impact of three of the most widespread, replicable summer school programs serving students across the United States; and *considers the characteristics and effects of alternative programs and practices that are designed to combat the problem of summer learning loss head on. Intended for education researchers, practitioners, policymakers, and graduate students, this volume is particularly relevant to those interested in social stratification, equity-minded policies, implications of the current standards movement and high stakes testing, and the development of programs and practices for improving education.
Author: Natosha Peterson Speight
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 270
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Book Description
In today's society, students from urban environments are often exposed to higher rates of crime and violence, poverty, school dropout, incarceration, substance abuse, and many other factors that are associated with increased risk for social and/or emotional problems (Babbitt & Byrne, 1999; Jeffries, 2000; Schensul, 1998; Van Horn, 1999). Many of these factors interfere with the learning and educational process of urban adolescent students. Although many urban adolescents face similar risk factors, some students manage to overcome the stressors and show positive adaptation in the face of adversity. Unfortunately, these success stories are far too often the exception, rather than the norm or the expectation. Barbarin (1992) noted that the way African-American children are able to survive and thrive in the face of adversity clearly requires more attention. The current study explored this phenomenon by examining the relationships between self-efficacy, resilience and achievement, and provides empirical data to the scant research literature on African-American urban adolescents. The present study examined the relationships between self-efficacy, resilience and academic achievement among African-American urban high school students in Washington, DC. The study hypothesized positive relationships between self-efficacy, resilience and achievement, and also examined the contribution of self-efficacy and resilience in predicting academic achievement. Collected data were analyzed using correlation statistics, multiple regression analyses and analysis of variance. The study further explored the contributory effect of select demographic variables (i.e. authoritative parenting, role models, and socioeconomic status) on the variance in self-efficacy and resilience. Results indicated that resilience was significantly and positively correlated with achievement, self-efficacy and authoritative parenting. Additionally, authoritative parenting was significantly and positively correlated with achievement, influential role models, and self-efficacy. Authoritative parenting also emerged as a significant predictor of self-efficacy and resilience. Based on the findings of the current study, resilience and authoritative parenting may be protective factors for African-American urban youth. Strategies and interventions developed to support and promote resilience and authoritative parenting are likely to have implications for positive outcomes, which may also mitigate risk factors and contribute to lessening the achievement gap among cultural groups. Implications for future research and intervention are discussed.
Author: Fred A. Bonner II
Publisher: Taylor & Francis
ISBN: 1000978656
Category : Education
Languages : en
Pages : 173
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Book Description
How do we fix the leaky educational pipeline into a conduit of success for Black males?That the issue is critical is demonstrated by the statistics that only 10% of Black males in the United States are proficient in 8th grade reading, only 52% graduate from high school within four years, and only 35 percent graduate from college.This book uniquely examines the trajectory of Black males through the educational pipeline from pre-school through college. In doing so it not only contributes significantly to the scholarship on the experiences of this population, but bridges the gap between theory and practice to provide frameworks and models that will improve these young men’s educational outcomes throughout their educational journeys.A compelling feature of the book is that that it does not treat Black males as homogeneous, but recognizes the diversity that exists among Black males in various educational settings. It demonstrates the need to recognize students’ intersectionalities and individual characteristics as an essential preliminary to developing practices to improve outcomes at every educational stage.Throughout, the contributing authors also focus on the strategies and experiences of Black males who achieve academic excellence, examining growth-producing and asset-based practices that can be sustained, and that build upon the recognition that these males have agency and possess qualities such as resilience that are essential to their learning and development. The frameworks and models that conclude each chapter are equally commendable to K–12 educators and administrators; higher education faculty, student affairs practitioners, and administrators; and policymakers, for whom templates are provided for rectifying the continuing inequities of our educational system.
