Protective Factors and Processes Contributing to the Academic Success of Students Living in Poverty: Implications for Counselors

被引：19

作者：

Williams, Joseph M. ^{[1
,4
]}

Bryan, Julia ^{[2
]}

Morrison, Stephaney ^{[3
]}

Scott, Tracey R. ^{[1
,5
]}

机构：

[1] George Mason Univ, Counseling & Dev Program, Fairfax, VA 22030 USA

[2] Penn State Univ, Dept Educ Psychol Counseling & Special Educ, University Pk, PA 16802 USA

[3] Fairfield Univ, Grad Sch Educ & Allied Profess, Fairfield, CT 06430 USA

[4] Univ Virginia, Counselor Educ Program, POB 400267, Charlottesville, VA 22904 USA

[5] US DOE, Washington, DC 20585 USA

来源：

JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT | 2017年 / 45卷 / 03期

关键词：

academic resilience; poverty; school counselors; RESILIENCE; CONTEXT; SCHOOL;

D O I：

10.1002/jmcd.12073

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students' (N = 24) perspectives of protective factors and processes that contribute to their academic success in school. Four main themes and 12 subthemes were identified. The main themes are peer social capital, teachers who care, family and community assets, and multiple streams of motivation. Implications for counselors who serve students living in poverty are discussed.

引用

页码：183 / 200

页数：18

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