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ERIC Number: EJ829009
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0749-4025
Contextualizing Risk and Resiliency: Using Narrative Inquiry with Female Adolescents in an Alternative High School Program
Washington, Stephanie
Journal of Classroom Interaction, v43 n1 p14-33 2008
This narrative inquiry explores the lives of five ninth grade female adolescents enrolled in an alternative school for students who have been expelled from an urban school district. The population of female students in the school increased from 21 to 102 over five years. The same trend is evident nationally. This study uses theories that label resiliency as hope, recognizes its dynamic nature and the contexts in which risk and resiliency develop to explore the complexities of these concepts among the participants, and suggests a model focusing on prevention in the pre-adolescent years. Audio-tape recorded interviews were transcribed and analyzed using broadening, burrowing, and re-storying to discuss perceptions of risk and resiliency, and parallel stories to analyze those aspects of the participants' stories pertaining to school structure. The metaphor of "Making Mosaics" reveals how high-risk female adolescents contextualize negative experiences and develop resiliency despite predictions of failure. These findings further gender-specific programming efforts by advancing the voices of individuals who are impacted most.
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A