Academic Success of Disadvantaged Children

For example, Dutrow and Houston (1981) observed that resilient students are: self-accepting, responsible, tolerant, flexible and self-controlled. Winfield (1998) found that resilient students were highly socially competent with both peers and adults. Also, they had good problem-solving skills, were non-defensive, non-aggressive, emotionally stable, had good feelings of personal power, were cooperative and empathic.

A number of other studies have observed these same characteristics in resilient students (e.g., McMillian & Reed, 1993; Patrick, 1995; Worrell, 1996). Further, these studies have also found that resilient students had a number of additional qualities including: expectation of school and career success, expectation of having a good job of age 30 years, a belief in the importance of going to college, and strong hope in the future (McMillian & Reed, 1993, Westfall & Pisapia, 1984; Worrell, 1996). Further, resi

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ics of resilient students in order to determine those traits, attributes, abilities, and so forth that contribute to the development of stability despite the disadvantages and stressors that are associated with students being labeled at-risk. The reviewed studies are divided into two categories: (1) early, historical, and classic research in the area; and (2) current research in the area. Based on the reviewed studies, the third and final section of the review presents a series of conclusions about resiliency and what schools and school districts can do to foster resilient characteristics in students. Characteristics of Resilient Students Early, Historical, or Classic Research Most of the early research in the area was, essentially, foundational, which is to say that its primary contribution consisted of studies which established that there are personality traits and characteristics that increase at-risk students' chances of success in their educational efforts. One of the earliest studies of resiliency was conducted by Gable and Roberts (1973) who examined for a relationship between cognitive and affective variables in a sample of at-risk students in the context of predicting student achievement performance in the classroom.
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Approximate Word count = 9300
Approximate Pages = 37 (250 words per page)

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