Understanding Academic Resilience Strategies From the Experiences of Ethiopian and U.S. Students

• In Event: Moving Toward Complexity: Examining Constructions of Diverse Identities Within African, Caribbean, and U.S. Academic Institutions

Abstract

Focus group discussions were held with resilient Ethiopian and African American students to identify individual, family and community factors that enhance academic resiliency. Analysis revealed several factors including: spirituality, motivation, ability to stay focused, goal orientation and belief in education. In addition, school attendance prevented risky behaviors and ensured a safe environment and self-sufficiency. The family factors identified were communication with parents and developing quality relationships with a significant adult in the home. Community factors included: more access to quality education, equity among schools, policies that ensured safety for females and comprehensive social services through governmental and non-profit agencies. Implications for research, policy and practice are suggested.

Authors

• Teresa A. Fisher, Northern Illinois University

• Tonia Renee Durden, University of Nebraska - Lincoln

• Jane Rose Njue, Northern Illinois University

• Mastewal Seyeneh, Northern Illinois University