Academic Behavior and Performance Among African American Youth: Associations with Resources for Resilience

Chesmore, Ashley A.; Winston, Willie; Brady, Sonya S.

doi:10.1007/s11256-015-0342-9

Cited by 10 publications

(7 citation statements)

References 35 publications

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“…Although LAA exhibited a relatively weak ability to handle setbacks, they were a disadvantaged group and deserved attention. This finding was consistent with findings from previous research (e.g., Chesmore et al, 2016; X. Tong & Miao, 2019).…”

Section: Discussionsupporting

confidence: 94%

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Wang

2023

Child & Family Social Work

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Resilience is essential for students to resist adversity, and low academic achievers (LAA) may experience more challenges in resilience development than high academic achievers (HAA). This study aimed to compare resilience between LAA and HAA and to analyse the effects of protective factors in order to inform social work practices. This study analysed 1125 school‐aged subjects derived from a large survey conducted in 23 districts/counties in eight provinces in mainland China. We ran independent sample t‐tests to compare resilience between LAA and HAA, ran linear regression models to analyse the effects of internal and external protective factors on resilience, and tested the mediation effects of the protective factors. This study found that LAA were less resilient and more vulnerable to adversity than HAA. Internal protective factors helped to explain resilience, two main subfactors of which—self‐efficacy and confidence—fully mediated the effects of academic performance and resilience. External protective factors did not significantly impact resilience. We propose service strategies to enhance self‐efficacy and confidence in LAA in order to improve their resilience in social work practices.

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Section: Discussionsupporting

confidence: 94%

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Wang

2023

Child & Family Social Work

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“…Having high expectations of attending college for some families may be unrealistic due to the low socioeconomic status of the family (Wood et al, 2007). Financial and material support provided by families is linked to positive reading achievement for Black girls (Chesmore et al, 2016). Economic insecurity may lower academic expectations for Black girls and may signal to the girls that the future will also be economically stressful (Gillette & Gudmunson, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…According to the reviewed studies, it appears that having strong relationships within all realms of a Black girl’s life alleviates the discriminatory effects of gender and race by providing emotional support (Williams et al, 2005), encouragement (Clayton, 2017), and financial assistance (Chesmore et al, 2016). For example, environmental influences such as Black girls’ relationships provide critical support in discriminatory school environments.…”

Section: Discussionmentioning

confidence: 99%

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

Davis

2021

Journal of Advanced Academics

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Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

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“…Moreover, we focus on the learning environment because, while past research too often considered factors outside educator’s direct control (APA, Task Force on Resilience and Strength in Black Children and Adolescents, 2008; Spencer, 1995), educators can exert the most influence in their respective classrooms. More recent studies have provided seminal theoretical shifts in resilience research by incorporating the cultural, social, and historical realities of African Americans (Brown & Tylka, 2011; Chesmore et al, 2016; Spencer et al, 2006). Still, their work has not transitioned into educational research circles at a rate that acknowledges the critical contributions of the Phenomenological, Variant of Ecological Systems Theory (P-VEST) approach (Spencer, 1995) and the American Psychological Association, Task Force on Resilience and Strength in Black Children and Adolescent’s (2008) Portrait of Resilient, Optimally Functioning African American Youth framework.…”

Section: Purpose Of Studymentioning

confidence: 99%

Remixing Resilience: A Critical Examination of Urban Middle School Learning Environments among Resilient African American Learners

et al. 2021

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This study examines a sample of African American students attending urban middle schools in a Southern city, and considers their perceptions of learning environments within mathematics classrooms. This study concluded that variables like Academic Self-Concept, Mathematics Anxiety, Satisfaction, Involvement, and Academic Aspiration varied significantly among higher and lower performing students. These variables are informed by the classic resilience literature on learning environment that tends to be less culturally affirming. In an effort to move resilience theory away from racial ideologies, we reconceptualize resilience as a cultural trait common among African American learners that should not be conceptualized dichotomously nor hierarchically

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Academic Behavior and Performance Among African American Youth: Associations with Resources for Resilience

Cited by 10 publications

References 35 publications

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

Remixing Resilience: A Critical Examination of Urban Middle School Learning Environments among Resilient African American Learners

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