A Qualitative Study of Resilience among African American Adolescent Male Students in North Carolina

Abstract

The purpose of this study is to determine if patterns exist among at risk African American male students who defy the odds. This study focuses on at risk African American male students whose circumstances made it likely that they would fail in school. Yet in spite of adverse life conditions, these students exhibited outstanding academic performance. This study also examines why some at risk African American male students flourish in spite of environmental disadvantages. Additionally, the study explores the factors that influence resiliency development, which contribute to our capacity for designing interventions that will enhance student outcomes.

The present study identified characteristics of resilient African American adolescents such as social competence, problem-solving skills, autonomy and a sense of purpose and future. A network of high achieving friends was characteristic of these African American male students. In addition, these successful students supported the concept of grouping in honors and advanced classes, had supportive adults in their lives, and participated in multiple extracurricular activities. As a means of dealing with social and academic pressures, they assumed bicultural identities and had interracial peer support systems. They also maintained peer and adult networks with which they shared their daily struggles. In addition, these resilient youth had a positive attitude towards school and embraced an achievement ideology. Besides these, resilient African American males exhibited temperamental characteristics that elicit positive responses from people who were around them. Such traits begin in early childhood and include a child who is affectionate, good-natured, and sociable. These successful African American male students were actively involved in extracurricular activities, such as hobbies, sports, school auxiliaries, or creative interests.