ERIC Number: ED479477
Record Type: RIE
Publication Date: 2003
Reference Count: N/A
Review of Research on Educational Resilience. Research Report.
Waxman, Hersch C.; Gray, Jon P.; Padron, Yolanda N.
One area of research that has important implications for improving the education of students at risk of academic failure is concerned with resilient students, or those students who succeed in school despite the presence of adverse conditions. In education, conceptual and empirical work on resilience has gained recognition as a framework for examining why some students are successful in school, while others from the same socially and economically disadvantaged backgrounds and communities are not. Such a framework could be useful in helping educators design more effective educational interventions that take into account alterable factors that distinguish resilient students from nonresilient students. The purpose of this report is to explain how a focus on educational resilience might lead to improvements in the education of students at risk of academic failure. Issues related to the definition of resilience are discussed, and several resilience studies that have helped to develop the field are reviewed. Recent studies in the area of educational resilience are examined, specifically those that focus on the differences between resilient and nonresilient students, their family environment, and their perceptions of the classroom and school environment. The final section of the report discusses implications for educational practice and research. (Contains 61 references.) (SLD)
Descriptors: Academic Failure, Educational Environment, Elementary Secondary Education, Family Characteristics, High Achievement, High Risk Students, Resilience (Personality), Student Characteristics
Dissemination Coordinator, CREDE, Center for Applied Linguistics, 4646 40th street NW, Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; Web site: http://www.cal.org/crede/pubs.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.