Risk and Resilience in Student Transitions to High School

Catterall, James S.

doi:10.1086/444184

Cited by 176 publications

(146 citation statements)

References 18 publications

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“…Latin American origin immigrant youth and native-born Latino students are at risk for academic disengagement, which can result in failing grades, multiple absences, and eventually dropping out (Catterall, 1998;Fry, 2003;McMillan 1997;Rumbaut, 1994;Suárez-Orozco & Suárez-Orozco, 2001; Suárez-Orozco, Suárez-Orozco, & Todorova, 2007;Velez, 1989;Vernez & Abrahamse, 1996;White & Kaufman, 1997; U.S. Census, 2000). Although many immigrants face harmful stereotypes, prejudices, and discrimination, the 'negative social mirror ' (Suárez-Orozco, 1987) that Latino immigrant youth encounter may be especially corrosive to academic engagement.…”

Section: Challenges and Supports For Latin American Immigrant Youthmentioning

confidence: 99%

“…Teacher support is negatively associated with absences, detentions, and suspensions (Catterall, 1998;Hudley, Daoud, Polanco, Wright-Castro, & Hershberg, 2003). Increases in teacher responsiveness have been associated with increases in Latino youths' confidence in graduating from high school, with the most vulnerable students showing the largest gains (Catterall, 1998;Valenzuela, 1999a). Croninger and Lee (2001) found that those students perceiving supportive teacher relationships were half as likely to drop out.…”

Section: The Role Of Caring Adultsmentioning

confidence: 99%

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Supportive adult relationships and the academic engagement of Latin American immigrant youth

Green

Rhodes

Hirsch

et al. 2008

Journal of School Psychology

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The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis Methods (2nd Edition ed.). Thousand Oaks, CA: Sage Publications]), we explored how initial engagement, gender, and support from caring adults at school shaped youths' engagement over time. Students reported a range of engagement trajectories, with gender and support emerging as important predictors of youths' engagement trajectories. Additionally, perceptions of support fluctuated from year to year, and these fluctuations were linked to youths' academic engagement. The findings point to associations between support perceptions and engagement, including links between students' current academic motivation and effort and their current connections with adults. Taken together, the findings present a nuanced portrait of academic engagement and suggest how relationships at school might facilitate positive academic adjustment among Latin American immigrant students over time. Implications for future research, public policy, and practice are discussed.

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Section: Challenges and Supports For Latin American Immigrant Youthmentioning

confidence: 99%

Section: The Role Of Caring Adultsmentioning

confidence: 99%

Supportive adult relationships and the academic engagement of Latin American immigrant youth

Green

Rhodes

Hirsch

et al. 2008

Journal of School Psychology

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“…Actualmente, las nuevas corrientes destacan el hecho de que la resiliencia puede ser desarrollada como un proceso dinámico y no estático (Kolar, 2011;Masten y Obradovic, 2008;Rutter, 2006). Como señala Ciccheti (2010): "Resilience is not something an individual "has": it is a multiply determined situación empeora (Catterall, 1998;Evans et al, 2013). Por otro lado, los factores de protección son un grupo de características que refuerzan y fomentan la resiliencia: "características, factores o situaciones que son endógenas a las personas o sus ambientes e incrementan su capacidad para enfrentar la adversidad o disminuir las posibilidades de desarrollar desajuste psicosocial a pesar de los factores de riesgo" (Fluxá y Acosta, 2009, pp.…”

Section: Resiliencia Y Vulnerabilidadunclassified

Resiliencia académica, nuevas perspectivas de interpretación del aprendizaje en contextos de vulnerabilidad social

Gómez

Rivas

2017

Calidad en la educación

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RESUMENLos países latinoamericanos tienen en común la persistente diferencia entre los resultados académicos de los estudiantes según su clase social. El presente ensayo se refiere a la relación entre el concepto de resiliencia y el aprendizaje en contextos de vulnerabilidad social. Se argumenta que este concepto permite comprender y analizar este fenómeno en su profundidad, de manera de contribuir a la búsqueda de mejores oportunidades de aprendizaje para todos. La promoción de la resiliencia académica resulta, en consecuencia, un objetivo clave para los sistemas educativos en vías de desarrollo. Junto con un recorrido por las definiciones más recientes de la resiliencia, se desarrolla una definición operativa del concepto para analizar el caso de la motivación y su relación con la comprensión lectora. Finalmente, se discute cómo fomentar la resiliencia en el medio escolar.Palabras clave: comprensión lectora, motivación, resiliencia, vulnerabilidad. ACADEMIC RESILIENCE, NEW PERSPECTIVES OF INTERPRETING LEARNING IN CONTEXTS OF SOCIAL VULNERABILITY

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“…Le facteur de protection annihile le facteur de risque, mais n'interagit pas avec lui. Ainsi, à titre illustratif, un enfant qui a un sentiment de compétence personnelle et une perception d'efficacité et de contrôle élevés pourrait résister à des attitudes et à des pratiques dévalorisantes d'un adulte (Catterall, 1998).…”

Section: L'adaptation Sociale Et Scolaire Des Enfants Issus D'environunclassified

La résilience scolaire comme indice d'acculturation chez les autochtones: bilan de recherches en milieux innus

Larose

Bourque

Terrisse

et al. 2002

rse

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Résumé Cet article analyse la situation psychosociale et scolaire de la jeunesse autochtone au Québec et au Canada. Se référant à la théorie de l'anomie sociale, les auteurs examinent le succès scolaire en milieu autochtone sous l'angle de la résilience, soit pour les facteurs individuels et sociaux qui favorisent l'adaptation et le succès scolaire chez des élèves confrontés à une quantité élevée de conditions adverses. Le texte présente des résultats spécifiques aux adolescents et aux jeunes adultes en âge de poursuivre des études secondaires ou postsecondaires; ces résultats proviennent de deux recherches menées de façon indépendante auprès d'échantillons innus. L'article comporte aussi des pistes de réflexion concernant la signification et les retombées de la résilience scolaire pour les jeunes Amérindiens et leur communauté d'origine.

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Risk and Resilience in Student Transitions to High School

Cited by 176 publications

References 18 publications

Supportive adult relationships and the academic engagement of Latin American immigrant youth

Supportive adult relationships and the academic engagement of Latin American immigrant youth

Resiliencia académica, nuevas perspectivas de interpretación del aprendizaje en contextos de vulnerabilidad social

La résilience scolaire comme indice d'acculturation chez les autochtones: bilan de recherches en milieux innus

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