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The Urban Review

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01.06.2013

Developing a Culture of Resilience for Low-Income Immigrant Youth

verfasst von: Noah Borrero, Diane Sookyoung Lee, Amado M. Padilla

Erschienen in: The Urban Review | Ausgabe 2/2013

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Abstract

This study explores a story of success at a school where low-income, English language learners (ELLs) comprise a majority of its students. In this paper, we examine Bay Academy’s teaching and organizational practices that make it a place where youth feel they belong and can succeed. Central to this description is its culture of college, community- and family-involvement, and structural components including the leadership team and innovative programming. We approach this research from an ecological perspective of learning, and focus our analysis on the Academy’s success in creating opportunities for students to develop academic resilience. We present our findings in an attempt to share the successes of this school as a model for educating students from similar backgrounds in similar contexts.

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Pseudonyms are used to protect the identities of the school, community, staff, teachers, and students.

Although there is teacher turnover, this is not alarming because many of the teachers are young, first-time educators who, after several years of teaching, desire to return to graduate or professional school because they are drawn to increase their level of professional development to work in educational administration or policy.

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Titel: Developing a Culture of Resilience for Low-Income Immigrant Youth
verfasst von: Noah Borrero
Diane Sookyoung Lee
Amado M. Padilla
Publikationsdatum: 01.06.2013
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 2/2013
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-012-0215-4

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