Linking Strengths: Identifying and Exploring Protective Factor Clusters in Academically Resilient Low-Socioeconomic Urban Students of Color

Autor/in	Morales, Erik E.
Titel	Linking Strengths: Identifying and Exploring Protective Factor Clusters in Academically Resilient Low-Socioeconomic Urban Students of Color
Quelle	In: Roeper Review, 32 (2010) 3, S.164-175 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
Schlagwörter	Urban Areas; Personality Traits; At Risk Students; Minority Groups; High Achievement; Low Income Groups; African American Students; Hispanic American Students; College Students; Academically Gifted; Family Structure; Self Esteem; Racial Factors; Locus of Control; Parent Influence; Expectation; Role Models; Work Ethic; Mothers; Mentors; Persistence; School Location + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ethnische Minderheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Collegestudent; Familienkonstellation; Familiensystem; Self-esteem; Selbstaufmerksamkeit; Expectancy; Erwartung; Identifikationsfigur; Arbeitsethos; Mother; Mutter; Ausdauer; Schulgelände
Abstract	Based on data from qualitative interviews with 50 high-achieving low-socioeconomic students of color, two "clusters" of important and symbiotic protective factors are identified and explored. Each cluster consists of a series of interrelated protective factors identified by the participants as crucial to their statistically exceptional academic achievement. Using resilience theory, a detailed examination of how these groups of protective factors mitigated the potential effects of risk factors, thus contributing to the process of academic resilience, is presented. Practical uses of protective factor clusters also are presented and explored. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10