Educational Resilience and Academic Achievement of Immigrant Students from Ghana in an Urban School Environment

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

30

Resilience (Psychology); Academic Achievement; Immigrants; Minority Group Students; Foreign Countries; Blacks; Urban Schools; High School Students; Predictor Variables; Student Experience; Self Control; Self Efficacy; Beliefs; Educational Opportunities; Parent Student Relationship; Self Concept

Ghana; Georgia (Atlanta)

10.1177/0042085916660347

0042-0859

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.

As Provided

2020

EJ1253660