An Investigation of Academic Resiliency among African-American Males in Secondary Schools

1 online resource (159 pages) : PDF

2018

University of North Carolina at Charlotte

This non-experimental survey study investigated the relationship between the participants’ perception of the existence of resiliency-building strategies in schools and their levels of resilience and academic achievement. The study used a correlational research methodology with a self-report survey to collect data. The sample (n = 107) consisted of African-American male students attending four high schools in a school district located in the southwest region of North Carolina. The results of Pearson’s product-moment correlation showed that a correlation exists between academic resiliency and GPA. The results of the similar analysis revealed that there is a relationship between academic resiliency and the perception of resiliency-building strategies. Examination of the difference in academic resiliency among participant groups found that there were differences between students retained at least one grade-level and those not retained. Similar analysis showed differences in academic resiliency between participants in different grades. Other findings and subsequent discussion, along with the literature related to academic resiliency and resiliency-building strategies are presented. Additionally, the implications of the study for educators and recommendations for future research in the area of academic resiliency are discussed.

doctoral dissertations

Education
Educational leadership

D.Ed.

Academic Achievement
Academic Resiliency
African-American Males
High School
Resilience
Resiliency-Building Strategies

Educational Leadership

Shore, Rebecca

Benson, Tracey
Wang, Chuang
Wiggan, Greg

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2018.

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