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Reconstructing resilience: Includin...

Evans-Winters, Venus E.

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Reconstructing resilience: Including African-American female students in educational resiliency research.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reconstructing resilience: Including African-American female students in educational resiliency research./
作者:	Evans-Winters, Venus E.
面頁冊數:	305 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0854.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3086056

Reconstructing resilience: Including African-American female students in educational resiliency research.
Evans-Winters, Venus E.

Reconstructing resilience: Including African-American female students in educational resiliency research. - 305 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0854.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003.

The purpose of this ethnography was to examine how support from the family, community, and/or school fostered educational resilience in the lives of a group of African American female students. Taking into consideration the interaction of race, class, and gender, the objective of the study was to learn what support systems are present in the lives of current African American female students that buffer adversity and support school persistence. The research study itself took place over a three year academic period, following the students from their eighth grade school year to the end of their sophomore year in high school. Using ethnographic and qualitative research methods, the study included participant-observation and unstructured open-ended interviews. In addition to field notes and taped-interviews, participants' self-reports were supplemented with students' school records, as a source for data analysis.Subjects--Topical Terms:

626654
Education, Sociology of.

Reconstructing resilience: Including African-American female students in educational resiliency research.
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520 $a The purpose of this ethnography was to examine how support from the family, community, and/or school fostered educational resilience in the lives of a group of African American female students. Taking into consideration the interaction of race, class, and gender, the objective of the study was to learn what support systems are present in the lives of current African American female students that buffer adversity and support school persistence. The research study itself took place over a three year academic period, following the students from their eighth grade school year to the end of their sophomore year in high school. Using ethnographic and qualitative research methods, the study included participant-observation and unstructured open-ended interviews. In addition to field notes and taped-interviews, participants' self-reports were supplemented with students' school records, as a source for data analysis.
520 $a Understanding that educational resilience is a process that is contextually bound, the study also includes a social, political, and economic historical analysis of the city where the study took place. Also, very important to this study is that the researcher introduces a new theoretical and methodological approach to studying school experiences of African American female students, called post-womanist research. Post-womanist research methods combine the tenets of postmodernism and Black feminism, for the study of resilience in urban education settings. The findings of the study indicate that the most educationally resilient students were those students who were able to access resources from the family, community, and school simultaneously. This research study has implications for urban education, social work practice, and women studies.
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