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100			_aKumi-Yeboah, Alex _956165
245			_aEducational Resilience and Academic Achievement of Immigrant Students From Ghana in an Urban School Environment/
260			_bSage, _c2020.
300			_aVol 55, Issue 5, 2020( 753–782 p.)
520			_aEducational 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.
773	0		_010959 _916913 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085916660347
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999			_c13939 _d13939