"No One Ever Asked Me": Urban African American Students' Perceptions of Educational Resilience. Issue 1 (January 2014)

• Record Type: Journal Article
• Authors: Williams, Joseph M.; Portman, Tarrell Awe Agahe
• Is Part Of: Journal of multicultural counseling and development. Volume 42:Issue 1(2014:Jan.)
• Page Start: 13
• Page End: 30
• Publication Date: 2014-01
• Subjects: Cross-cultural counseling -- Periodicals; Developmental psychology -- Cross-cultural studies -- Periodicals; 158.3
• DOI: 10.1002/j.2161-1912.2014.00041.x
• Languages: English
• ISSNs: 0883-8534

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>This qualitative study examined high‐achieving urban African American high school graduates' (<italic>N</italic> = 5) retrospective appraisal of what K–12 students from high‐risk urban areas need to succeed academically despite seemingly insurmountable social, financial, and educational barriers. Findings revealed 6 themes: shared responsibility for educational outcomes, being a part of the solution, parental involvement by any means, natural support systems, school counselors as change agents, and community collaboration to raise a scholar. Recommendations for school counselors are discussed.</p> <p>Este estudio cualitativo examinó la opinión retrospectiva de un grupo de graduados Afroamericanos urbanos de alto nivel académico en educación secundaria (<italic>N</italic> = 5) sobre lo que necesitan los estudiantes de K–12 en áreas urbanas de alto riesgo para tener éxito académico a pesar de las barreras sociales, económicas y educativas aparentemente infranqueables. Los hallazgos revelaron 6 temas: responsabilidad compartida por los resultados educativos, ser parte de la solución, implicación de los padres en cualquier modo posible, sistemas naturales de apoyo, consejeros escolares como agentes de cambio, y colaboración comunitaria para educar a un individuo estudioso. Se discuten recomendaciones para los consejeros escolares.</p> </abstract>