Educational Resilience in African American Adolescents

Autor/inn/en	Cunningham, Michael; Swanson, Dena Phillips
Titel	Educational Resilience in African American Adolescents
Quelle	In: Journal of Negro Education, 79 (2010) 4, S.473-487 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Resilience (Psychology); Academic Achievement; Adolescents; School Support; Gender Differences; High School Students; African American Students; Educational Environment; Self Esteem; Correlation; Academic Aspiration; Outcomes of Education; Urban Areas; Student Attitudes; Mothers; Employment + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulförderverein; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit; Korrelation; Lernleistung; Schulerfolg; Urban area; Stadtregion; Schülerverhalten; Mother; Mutter; Dienstverhältnis
Abstract	The purpose of this article was to examine factors within the school context that facilitates educational resilience among African American high school students. The authors expected academic self-esteem to be positively associated with future expectations (academic and general). They expected perceptions of school-based social support to have positive associations with achievement outcomes. They also investigated if there are gender differences in any of the variables. The participants were 206 African American adolescents (65.54% female) who resided in a large urban city in the south-central geographic area of the United States. Results supported the notion that educational resilience was associated with perceived school support, academic self-esteem and mother's work history. The results have implications for educators and other professionals who are interested in promoting educational resilience in high school students. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10