Academic Resiliency among Dominican English-Language Learners

Autor/in	Reynoso, Nelson A.
Titel	Academic Resiliency among Dominican English-Language Learners
Quelle	In: Community College Journal of Research and Practice, 32 (2008) 4-6, S.391-434 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
Schlagwörter	Community Colleges; Student Motivation; Counseling; Social Support Groups; Family (Sociological Unit); Tutors; Academic Achievement; Latin Americans; English (Second Language); Second Language Learning; Interviews; Student Attitudes; Personality; Urban Areas; Biculturalism; Self Concept; New York + Suchen Sie Ihr Suchwort? Community college; Community College; Schulische Motivation; Counselling; Beratung; Social support; Soziale Unterstützung; Familie; Förderlehrer; Lehrender; Tutor; Schulleistung; Latin America; People; Lateinamerika; Bevölkerung; Volk; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Schülerverhalten; Personalität; Urban area; Stadtregion; Bikulturalität; Selbstkonzept
Abstract	This study examined how Dominican English-language learners at Bronx Community College achieved academic resiliency despite facing personal, academic, and environmental adversities. Using individual interviews, data were analyzed from the perception of students. A resilient-based model emerged that sheds light on the personal barriers experienced by Dominican English-language learners in an urban community college and the facilitating factors which fostered educational resiliency. The author found seven resiliency factors that contributed to the academic achievement of Dominican English-language learners: (a) faculty support, (b) tutoring support, (c) counseling support, (d) peer support, (e) family support, (f) self-motivation, and (g) bi-cultural identity development. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10