TY - JOUR
T1 - Patterns of Academic Risk and Resilience
T2 - Post–High School Educational Pathways in the Context of the 2007 Economic Recession
AU - Perez-Brena, Norma J.
AU - Sang, Samantha
AU - Kuo, Sally I.Chun
AU - Rodríguez De Jesús, Sue A.
AU - Updegraff, Kimberly A.
AU - Umaña-Taylor, Adriana J.
AU - McHale, Susan M.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding was provided by NICHD grants R01HD39666 (Updegraff, principal investigator [PI]) and R01HD32336 (Ann C. Crouter & Susan M. McHale, Co-PIs) and by the Cowden Fund to the School of Social and Family Dynamics at Arizona State University.
Funding Information:
We are grateful to the families and youth who participated in this project, and to the following schools and districts who collaborated: Osborn, Mesa, and Gilbert school districts; Willis Junior High School; Supai and Ingleside Middle Schools; St. Catherine of Siena; St. Gregory; St. Francis Xavier; St. Mary-Basha; and St. John Bosco. We thank Ann Crouter, Mark Roosa, Nancy Gonzales, Roger Millsap, Jennifer Kennedy, Leticia Gelhard, Melissa Delgado, Sarah Killoren, Emily Cansler, Lorey Wheeler, Shawna Thayer, Devon Hageman, Ji-Yeon Kim, Lilly Shanahan, Kelly Davis, Anna Solmeyer, and Shawn Whiteman for their assistance in conducting this investigation. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding was provided by NICHD grants R01HD39666 (Updegraff, principal investigator [PI]) and R01HD32336 (Ann C. Crouter & Susan M. McHale, Co-PIs) and by the Cowden Fund to the School of Social and Family Dynamics at Arizona State University.
Publisher Copyright:
© The Author(s) 2018.
PY - 2019/7/1
Y1 - 2019/7/1
N2 - Academic resilience reflects individuals’ high levels of achievement and motivation despite the presence of stressful conditions that place them at risk for reduced performance. To understand what informs resilience, this study used narrative data from 274 Mexican-origin late adolescents/young adults (aged 19-25 years) to understand how a sociohistorical context— the 2007 U.S. economic recession — informed their experiences in college engagement and achievement. An inductive approach was used to identify themes based on youth’s narratives. Four themes emerged within the data: inability to pay for education, changes in educational/career goals, prioritizing of resources, and feelings of hopelessness/helplessness. Next, a person-centered approach was used to identify patterns in youth’s theme endorsement. Five patterns of academic resilience were identified: Resource and Knowledge, Grit and Perseverance, Waning Grit, Disengaged, and Disengaged and Hopeless. The qualitative themes and groups supported current perspectives on academic risk and resilience and showcase the need to create an integrated model of academic resilience in higher education that accounts for sociohistorical context, social and academic integration, coping skills, locus of control, and social contractual expectations. Furthermore, this study provides practical recommendations by identifying groups who are at risk for academic disengagement.
AB - Academic resilience reflects individuals’ high levels of achievement and motivation despite the presence of stressful conditions that place them at risk for reduced performance. To understand what informs resilience, this study used narrative data from 274 Mexican-origin late adolescents/young adults (aged 19-25 years) to understand how a sociohistorical context— the 2007 U.S. economic recession — informed their experiences in college engagement and achievement. An inductive approach was used to identify themes based on youth’s narratives. Four themes emerged within the data: inability to pay for education, changes in educational/career goals, prioritizing of resources, and feelings of hopelessness/helplessness. Next, a person-centered approach was used to identify patterns in youth’s theme endorsement. Five patterns of academic resilience were identified: Resource and Knowledge, Grit and Perseverance, Waning Grit, Disengaged, and Disengaged and Hopeless. The qualitative themes and groups supported current perspectives on academic risk and resilience and showcase the need to create an integrated model of academic resilience in higher education that accounts for sociohistorical context, social and academic integration, coping skills, locus of control, and social contractual expectations. Furthermore, this study provides practical recommendations by identifying groups who are at risk for academic disengagement.
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U2 - 10.1177/0743558418810842
DO - 10.1177/0743558418810842
M3 - Article
AN - SCOPUS:85058626126
SN - 0743-5584
VL - 34
SP - 351
EP - 380
JO - Journal of Adolescent Research
JF - Journal of Adolescent Research
IS - 4
ER -