Remixing Resilience: A Critical Examination of Urban Middle School Learning Environments among Resilient African American Learners Academic Article

abstract

• This study examines a sample of African American students attending urban middle schools in a Southern city, and considers their perceptions of learning environments within mathematics classrooms. This study concluded that variables like Academic Self-Concept, Mathematics Anxiety, Satisfaction, Involvement, and Academic Aspiration varied significantly among higher and lower performing students. These variables are informed by the classic resilience literature on learning environment that tends to be less culturally affirming. In an effort to move resilience theory away from racial ideologies, we reconceptualize resilience as a cultural trait common among African American learners that should not be conceptualized dichotomously nor hierarchically

authors

• James, Marlon

published proceedings

• URBAN EDUCATION

author list (cited authors)

• James, M. C., Wandix White, D., Waxman, H., Rivera, H., & Harmon, W.

citation count

• 1

complete list of authors

• James, Marlon C||Wandix White, Diana||Waxman, Hersh||Rivera, Hector||Harmon, Willie C Jr

publication date

• March 2022

publisher

• SAGE Publications  Publisher

published in

• Urban Education  Journal

keywords

• African American Learners
• Culturally Affirming
• Resilience
• Urban Middle Schools

Digital Object Identifier (DOI)

• 10.1177/0042085921991632

start page

• 432

end page

• 462

volume

• 57

issue

• 3

URL

• http://dx.doi.org/10.1177/0042085921991632

user-defined tag

• 11 Sustainable Cities and Communities