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作者

Alex Kumi-Yeboah

来源

URBAN EDUCATION,Vol.55,Issue5,P.753–782

语言

英文

关键字

作者单位

1University at Albany, NY, USA

摘要

Educational resilience is often linked to educational success of various immigrant youth including Black immigrants despite the challenges they face. However, few studies have explored the factors that promote and/or constrain educational resilience and academic achievement of Black immigrants. To address this gap, the current article focuses on the educational resilience and academic achievement of Ghanaian-born immigrants (N = 60) attending urban high schools in the United States. Results indicate that self-regulation, technology, religious faith, past experiences, parental support, resources, and safety issues played an important role. Implications and recommendations for educators and policymakers are discussed.