• Abstract and Figures
• Public Full-text

Academically Resilient Elementary Students in one Virginia school division: Identifying and Exploring Protective Factors LaQuiche R. Parrott Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Education In Educational Leadership and Policy Studies Carol S. Cash, Chair Laura D. Kassner Ted S. Price Travis W. Twiford October 12, 2015 Blacksburg, Virginia Keywords: academic resilience, at-risk students, economically disadvantaged, protective factors, resiliency, risk factors, rural Academically Resilient Elementary Students in one Virginia school division: Identifying and Exploring Protective Factors LaQuiche R. Parrott Abstract The purpose of the study was to identify the internal and external protective factors found in family, school and community as perceived by rural elementary students who experienced poverty and demonstrated academic resilience in a Virginia school division. By identifying the common protective factors among the academically resilient elementary students, school leaders and educators can implement practices that foster a learning climate that cultivates and supports resilience in students who are at risk of academic failure. A qualitative approach was used to analyze a purposefully selected group of academically resilient elementary school students living in rural poverty. The research questions were: 1. What are the self-identified protective factors regarding academic achievement for students purposefully selected as meeting the criteria for academic resilience? 2. What are the similarities and differences in protective factors among these purposefully selected students? Ten fifth grade elementary students, a boy and girl from each of the elementary schools in the rural school division meeting the definition of academic resilience and living in poverty were eligible to participate in the study. Phenomenological interviews were conducted with twenty-one questions related to family, community and school environments. The results of the study indicated that the support of extended family, specifically grandparents of the participants was perceived to have had the greatest impact on the academic success of the academically resilient students living in rural poverty. Other protective factors revealed were lack of mobility in the rural community, peer influences and relationships with school staff. The academically resilient elementary school participants, in the study, all iii possessed close relationships with their family to include extended family members and had at least one desired content area taught in school. iv DEDICATION I would like to dedicate this dissertation to my ‘resilient’ grandma, Ms. Nell H. Pritchett. My grandma grew up in the rural South and did not have any of the opportunities afforded to me. She lived in rural poverty, her mother passed away when she was young and she raised several children without support. She possessed the spirit of Maya Angelou’s poem, Still I Rise. She taught me throughout my entire life ‘never to give up’ and to ‘learn as much as I could’. She was my first teacher, ‘she walked the walk and talked the talk’. I am forever grateful for her love, guidance and support. My dear grandma passed away in 2011, the year I began this dissertation journey. This is for you, grandma! This dissertation is also dedicated to LaShanda Pulliam, my twin sister and John David Parrott, my loving husband or whom I affectionately call ‘My David’. These two are the ‘protective factors’ in my life. They love me unconditionally. They encouraged me throughout this dissertation journey and all my life endeavors. I am all yours now. I would also like to dedicate this dissertation to my future, my nephew, Bryce Cole Pulliam. I want you to have the ‘world’ at your fingertips and ‘to learn as much as you can’. You inspire me to be more for you. v ACKNOWLEDGEMENTS I would like to express my deep appreciation for those who helped and supported me through the completion of this dissertation. I appreciate the dedication and cooperation of my committee members, Dr. Price, Dr. Twiford, Dr. Kassner and especially my chair, Dr. Cash. Dr. Cash was always available, supportive and encouraging. Her leadership and guidance helped to take my ‘big’ ideas and thoughts and turn them into research. Her feedback has forever changed my view of writing and research and has encouraged me to do more with my research study. I would like to thank my professional colleagues and school division for their support and guidance during this dissertation journey. Thank you to my 2011 cohort members for the phone calls, text messages and emails including words of encouragement and support, especially Dr. Melanie Patterson. In Dr. Cash’s words, ‘our cohort continues to excel’ let us keep it going! I am grateful for Autumn, Believe, Beast Mode, Bob the Builder, Challenge, Chloe J., Cleveland, Daisy, Percy Jackson, and T-Man for sharing their elementary school experiences with me. They inspire me in my work as an educational leader. Thanks to you all! vi TABLE OF CONTENTS Abstract .......................................................................................................................... ii Dedication ...................................................................................................................... iv Acknowledgements ......................................................................................................... v List of Tables.................................................................................................................xii List of Figures ............................................................................................................. xiii CHAPTER 1 INTRODUCTION Introduction ..................................................................................................................... 1 Background of the problem.............................................................................................. 1 Overview of the study ...................................................................................................... 3 Historical context of resilience ......................................................................................... 4 Statement of the problem ................................................................................................. 5 Significance of the study .................................................................................................. 6 Purpose of the study ........................................................................................................ 7 Justification of the study .................................................................................................. 8 Research Questions ......................................................................................................... 9 Conceptual Framework .................................................................................................. 10 Definitions of Key Terms .............................................................................................. 11 Limitations .................................................................................................................... 12 De-limitations ................................................................................................................ 13 Organization of the study ............................................................................................... 13 CHAPTER 2 LITERATURE REVIEW Search Process ............................................................................................................... 14 vii Introduction ................................................................................................................... 14 Resilience models .......................................................................................................... 15 Resilience approaches .................................................................................................... 20 Risk factors ................................................................................................................... 24 Internal Factors .................................................................................................. 24 External Factors ................................................................................................. 25 Rural factor ................................................................................................................... 25 Family and Community ................................................................................................. 26 Protective factors ........................................................................................................... 26 Internal Protective Factors .................................................................................. 28 External Protective Factors................................................................................. 29 Summary ....................................................................................................................... 29 CHAPTER 3 METHODOLOGY Introduction ................................................................................................................... 31 Research Design ............................................................................................................ 31 Research Questions ......................................................................................................

Load more

  154

Copy Link