Educational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment/
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ArticlePublication details: Sage, 2020.Description: Vol 55, Issue 5, 2020( 753–782 p.)Online resources:
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Urban educationSummary: 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.
| Item type | Current library | Collection | Vol info | Status | |
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E-Journal
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Library, SPAB | Reference Collection | Vol. 55(1-10),2020 | Available |
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.
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