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ERIC Number: ED443933
Record Type: RIE
Publication Date: 2000-Apr
Pages: 47
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Characteristics of Schools and Classrooms Attended by Successful Minority Students.
Borman, Geoffrey D.; Rachuba, Laura T.
Using data from the Prospects study ("Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity"), the individual characteristics that distinguish academically successful, or resilient, elementary school students of minority and low-socioecononmic status (SES) backgrounds from their less successful, nonresilient counterparts were identified. Four distinct models of the risk factors and resilience-promoting features of schools were formulated and tested: (1) the effective schools model; (2) the peer-group composition model; (3) the school resources model; and (4) the supportive school community model. Results suggest that minority students from low SES backgrounds were exposed to greater risks and fewer resilience promoting conditions than otherwise similar low-SES white students. In general, the results supported the applicability of uniform individual and school-level modes of academic resilience to all low-SES students, regardless of their race. Greater engagement in academic activities, an internal locus of control, efficacy in mathematics, a more positive outlook toward school, and a more positive self-esteem were characteristic of all low-SES students who achieved resilient outcomes. The most powerful school characteristics for promoting resilience were represented by the supportive school community model, which, unlike the other school models, included elements that actively shielded children from adversity. The implications of these findings for theory and policy are discussed. (Contains 7 tables and 37 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; College Board, New York, NY.; Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).