Citation

Mulloy M. Adv. Sch. Ment. Health Promot. 2011; 4(1): 4-22.

Copyright

(Copyright © 2011, Informa-Taylor and Francis)

DOI

10.1080/1754730X.2011.9715619

PMID

unavailable

Abstract

This article is drawn from a qualitative case study that examined interactive resilience processes within an urban public charter high school that serves a population of primarily low-income, African American students. Resilience describes 'the process of, capacity for, and/or outcome of successful adaptation despite challenging or threatening circumstances' (Masten et al 1990, p426). The purpose of the study was to identify and understand the school-based factors and processes that helped students to achieve academic success and healthy social-emotional development despite the presence of numerous risk factors in their lives. The spotlighting of oft-marginalized students' voices as they reflected upon the most influential school-based factors represents a critical addition to the literature.

Language: en

Keywords

ACADEMIC SUCCESS; AT-RISK STUDENTS; PROTECTIVE FACTORS; RISK FACTORS; SCHOOL-BASED RESILIENCE; SOCIAL-EMOTIONAL DEVELOPMENT; URBAN PUBLIC SCHOOL