EBSCOhost24 - 4/21/09 10:21 PM EBSCOhost Page 1 of 28

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: 4/21/09 10:21 PM EBSCOhost Page 1 of 28 http://web.ebscohost.com/ehost/delivery?vid=18&hid=114&sid=2278bc3b-8b8a-4801-814a-3f40b0852f27%40sessionmgr107 Title: Authors: Source: Document Type: Subject Terms: Abstract: Author Affiliations: Back 28 page(s) will be printed. Record: 1 Understanding Resilience in Diverse, Talented Students in an Urban High School. Reis, Sally M. 1,2 sally.reis@uconn.edu Colbert, Robert D. 3 robert.Colbert@uconn.edu Hbert, Thomas P. 4 thebert@coe.uga.edu Roeper Review; Winter2005, Vol. 27 Issue 2, p110-120, 11p, 2 charts Article *HIGH school students *URBAN high schools *RESILIENCE (Personality trait) *TALENTED students *ACADEMIC achievement NAICS/Industry Codes611110 Elementary and Secondary Schools This article summarizes findings from a 3-year study of 35 economically disadvantaged, ethnically diverse, academically talented high school students who either achieved or underachieved in their urban high school. In particular, the resilience of these two groups of high ability students is explored. Comparative case study and ethnographic methods were used to examine the ways in which some academically talented students develop and/or employ strategies associated with resilience to achieve at high levels. Both risk factors and protective factors are examined to explore participants' pathways toward either positive or negative outcomes. The results of this study suggest that some protective factors helped some academically talented students to achieve at high levels. The protective factors include supportive adults; friendships with other achieving students; opportunity to take honors and advanced classes; participation in multiple extracurricular activities both after school and during the summer; the development of a strong belief in self; and ways to cope with the negative aspects of their school and urban environment; and in some cases, their family lives. Other protective factors include students' relationships with supportive adults and their previous participation in a gifted and talented program. Students who underachieved had specific risk factors, such as having older siblings who dropped out of school or became involved in drugs and/or alcohol. They also appeared to have developed fewer protective factors. The combination of the presence of risk factors and the absence of protective factors may have impeded the ability of some underachieving students to achieve at higher levels. [ABSTRACT FROM AUTHOR] Copyright of Roeper Review is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract....
View Full Document

This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.

Page1 / 28

EBSCOhost24 - 4/21/09 10:21 PM EBSCOhost Page 1 of 28

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online