Achieving Despite the Odds: A Study of Resilience Among a Group of Africa American High School Seniors

Abstract

This article reports on a sludy examining the phenomenon of resilience, or the manifestation of competence despite the presence of stressful life events or circumstances, as a factor leading to the academic success of 20 African American 12th-graders (10 females, 10 ma1es)from impovevished backgrounds. Interviews were conducted with these at-risk but achieving urban Californzz high school seniors, to identify internal and external forces contributing to the development of resilience among them. Interview data suggest that their academic success is largely attributable to three protective mechanisms: a supportive, nurturing family and home environment; the youths' interactions with and the involvement of committed, concerned educators and other adults in their lives; and the development of two key personality traits-perseverance and optimism. A large body of research reports the problems associated with educating poor African American children (Barbarin, 1993; Edwards, 1976; Mackler, 1970). To the further detriment of these youth, rarely does one see the terms "competent," "resourceful," "aspiring," or "motivated" used to describe them or their performance in school (Barbarin, 1993). As a result, many teachers and parehts begin to believe that failure is the norm for these students, and their expectations for the achievement of Black youth subsequently are lowered. Yet, to focus primarily on the problems of any group of people in isolation from data that highlight possible solutions to their problems is to promote distorted and negative stereotypes that perpetuate defeat and pessimism. As Garmezy (1991) contends, the study of success is just as important as the study of failure, and focusing solely on problems frequently yields inaccurate and often unnecessary data. In contrast to the research emphasizing the negative, other studies have shown that poor Black children can achieve academically and that more such children, given their natural abilities and intelligence levels, should be having academic success but are not (Edmonds, 1979). Indeed, as Barbarin (1993), Freiberg (1993), Rutter (1987), and Werner (1989) maintain, many Black children learn and succeed in school despite circumstances that include low socioeconomic status, minimal teacher expectations, and inadequate representation of their successes. This finding, that some African American students from impoverished backgrounds successfully emerge from high-risk environments, has led many researchers to attempt to identify causes or elements that serve to assist them in coping with and overcoming dire circumstances (Rhodes &Brown, 1991). These studies suggest that the difference between success and failure for these young people, both inside and outside of school, often boils down to the presence or absence of factors associated with a specific character trait: resilience (Freiberg, 1993; Wang & Gordon, 1994).

Body Image and Psychological Well-Being in Adolescents: The Relationship Between Gender and School Type

“…Such abilities are thought to be related to a variety of social skills and temperament factors, including a high degree of social responsiveness and sensitivity, sense of humor, and extraversion (Tschann, Kaiser, Chesney, Alkon, & Boyce, 1996). These individuals tend to be optimistic (Floyd, 1996), and to come from families offering greater support and stability.…”

Engaging students at school and with learning: A relevant construct for all students

“…We know that indicators of cognitive and affective engagement are associated with positive learning outcomes (Fredericks et al, 2004), are related to motivation (Reeve, Jang, Carrell, Jeon, & Barch, 2004), and increase in response to specific teaching strategies (Marks, 2000). Given that school personnel cannot alter family circumstances (e.g., income or mobility), the focus on alterable variables, including the development of students' perceived competence, personal goal setting, and interpersonal relationships to offer students optimism for a positive outcome are critical for school-based intervention efforts (Floyd, 1997;Worrell & Hale, 2001).Engagement is not conceptualized as an attribute of the student, but rather a state of being that is highly influenced by contextual factors-home, school, and peers-in relation to the capacity of each to provide consistent support for student learning (Wentzel, 1998). The distinction between indicators of and facilitators of engagement provides the conceptual base for creating an assessmentto-intervention link for students who are showing signs of disengagement.…”

Unheard Voices: A Qualitative Analysis of Attitudes and Perceptions of Low?Income Urban High School Students Related to Counseling Needs

“…Conceptual Framework Floyd (1996) posited that "rarely does one see the terms 'competent, ' 'resourceful,' 'aspiring,' or 'motivated' used to describe their [urban youths'] performance in schools" (p.181). Subsequently, a culture of lowered expectations, pessimism, defeatism, and blame has emerged in many urban schools.…”