Still I rise: How an urban public charter high school fosters students' resilient development in academic, social and emotional dimensions

This qualitative case study examined resilience processes at work within an urban public charter high school that serves a population of primarily low-income, African American students. Resilience describes "the process of capacity for, and/or outcome of successful adaptation despite challenging or threatening circumstances" (Masten, Best, & Garmezy, 1990, p. 426). The purpose of the study was to identify and understand the school-based factors and processes that helped students to achieve academic success and healthy social-emotional development despite the presence of numerous risk factors in their lives. Through attaining this objective, this study (1) reveals how resilience-building occurs within this particular school context that educates a population of low-income African American students, and (2) contextualizes a theoretical understanding of school-based resilience processes that encompasses academic, social, and emotional arenas.;To illuminate the interactive resilience processes at this school, I conducted interviews with staff members, carried out observations at numerous school events and activities, and collected and analyzed relevant material culture. I also conducted interviews with twelve students who were nominated by teachers and counselors as especially "resilient" in academic and social-emotional domains. The spotlighting of these marginalized students' voices as they reflected upon the most influential school-based factors represents a critical addition to the literature.;Findings indicate that interactions between the student participants and the school served as catalysts for the resilience-building process. Through a program that reduced students' exposure to risk and helped students to develop key social, emotional, and academic competencies (e.g., help-seeking orientation, emotional regulation skills, goal-setting skills), the school promoted students' resilience by enabling them to better cope with problems and by motivating them to strive for educational success.;Implications suggest that schools in similar sociocultural contexts can best foster students' resilience through combining a structured extended day with caring and supportive staff members, a strong counseling component, a climate and curriculum that encourages students to achieve high expectations and become self-advocates, and numerous opportunities for students to expand their horizons and develop personalized goals. These school-based protective factors help students to develop competencies that buffer the impact of risk and foster their educational success and wellbeing.