Patterns of Academic Risk and Resilience

Post–High School Educational Pathways in the Context of the 2007 Economic Recession

Norma J. Perez-Brena, Samantha Sang, Sally I.Chun Kuo, Sue A. Rodríguez De Jesús, Kimberly A. Updegraff, Adriana J. Umaña-Taylor, Susan Marie McHale

Research output: Contribution to journalArticle

Abstract

Academic resilience reflects individuals’ high levels of achievement and motivation despite the presence of stressful conditions that place them at risk for reduced performance. To understand what informs resilience, this study used narrative data from 274 Mexican-origin late adolescents/young adults (aged 19-25 years) to understand how a sociohistorical context— the 2007 U.S. economic recession — informed their experiences in college engagement and achievement. An inductive approach was used to identify themes based on youth’s narratives. Four themes emerged within the data: inability to pay for education, changes in educational/career goals, prioritizing of resources, and feelings of hopelessness/helplessness. Next, a person-centered approach was used to identify patterns in youth’s theme endorsement. Five patterns of academic resilience were identified: Resource and Knowledge, Grit and Perseverance, Waning Grit, Disengaged, and Disengaged and Hopeless. The qualitative themes and groups supported current perspectives on academic risk and resilience and showcase the need to create an integrated model of academic resilience in higher education that accounts for sociohistorical context, social and academic integration, coping skills, locus of control, and social contractual expectations. Furthermore, this study provides practical recommendations by identifying groups who are at risk for academic disengagement.

Original languageEnglish (US)
Pages (from-to)351-380
Number of pages30
JournalJournal of Adolescent Research
Volume34
Issue number4
DOIs
StatePublished - Jul 1 2019

Fingerprint

Economic Recession
recession
resilience
school
Education
economics
Internal-External Control
Psychological Adaptation
Motivation
Young Adult
Emotions
narrative
disengagement
locus of control
resources
young adult
education
coping
Group
career

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Perez-Brena, Norma J. ; Sang, Samantha ; Kuo, Sally I.Chun ; Rodríguez De Jesús, Sue A. ; Updegraff, Kimberly A. ; Umaña-Taylor, Adriana J. ; McHale, Susan Marie. / Patterns of Academic Risk and Resilience : Post–High School Educational Pathways in the Context of the 2007 Economic Recession. In: Journal of Adolescent Research. 2019 ; Vol. 34, No. 4. pp. 351-380.
@article{5629fe2590b04d258a6c805fc2f3a6f5,
title = "Patterns of Academic Risk and Resilience: Post–High School Educational Pathways in the Context of the 2007 Economic Recession",
abstract = "Academic resilience reflects individuals’ high levels of achievement and motivation despite the presence of stressful conditions that place them at risk for reduced performance. To understand what informs resilience, this study used narrative data from 274 Mexican-origin late adolescents/young adults (aged 19-25 years) to understand how a sociohistorical context— the 2007 U.S. economic recession — informed their experiences in college engagement and achievement. An inductive approach was used to identify themes based on youth’s narratives. Four themes emerged within the data: inability to pay for education, changes in educational/career goals, prioritizing of resources, and feelings of hopelessness/helplessness. Next, a person-centered approach was used to identify patterns in youth’s theme endorsement. Five patterns of academic resilience were identified: Resource and Knowledge, Grit and Perseverance, Waning Grit, Disengaged, and Disengaged and Hopeless. The qualitative themes and groups supported current perspectives on academic risk and resilience and showcase the need to create an integrated model of academic resilience in higher education that accounts for sociohistorical context, social and academic integration, coping skills, locus of control, and social contractual expectations. Furthermore, this study provides practical recommendations by identifying groups who are at risk for academic disengagement.",
author = "Perez-Brena, {Norma J.} and Samantha Sang and Kuo, {Sally I.Chun} and {Rodr{\'i}guez De Jes{\'u}s}, {Sue A.} and Updegraff, {Kimberly A.} and Uma{\~n}a-Taylor, {Adriana J.} and McHale, {Susan Marie}",
year = "2019",
month = "7",
day = "1",
doi = "10.1177/0743558418810842",
language = "English (US)",
volume = "34",
pages = "351--380",
journal = "Journal of Adolescent Research",
issn = "0743-5584",
publisher = "SAGE Publications Inc.",
number = "4",

}

Patterns of Academic Risk and Resilience : Post–High School Educational Pathways in the Context of the 2007 Economic Recession. / Perez-Brena, Norma J.; Sang, Samantha; Kuo, Sally I.Chun; Rodríguez De Jesús, Sue A.; Updegraff, Kimberly A.; Umaña-Taylor, Adriana J.; McHale, Susan Marie.

In: Journal of Adolescent Research, Vol. 34, No. 4, 01.07.2019, p. 351-380.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Patterns of Academic Risk and Resilience

T2 - Post–High School Educational Pathways in the Context of the 2007 Economic Recession

AU - Perez-Brena, Norma J.

AU - Sang, Samantha

AU - Kuo, Sally I.Chun

AU - Rodríguez De Jesús, Sue A.

AU - Updegraff, Kimberly A.

AU - Umaña-Taylor, Adriana J.

AU - McHale, Susan Marie

PY - 2019/7/1

Y1 - 2019/7/1

N2 - Academic resilience reflects individuals’ high levels of achievement and motivation despite the presence of stressful conditions that place them at risk for reduced performance. To understand what informs resilience, this study used narrative data from 274 Mexican-origin late adolescents/young adults (aged 19-25 years) to understand how a sociohistorical context— the 2007 U.S. economic recession — informed their experiences in college engagement and achievement. An inductive approach was used to identify themes based on youth’s narratives. Four themes emerged within the data: inability to pay for education, changes in educational/career goals, prioritizing of resources, and feelings of hopelessness/helplessness. Next, a person-centered approach was used to identify patterns in youth’s theme endorsement. Five patterns of academic resilience were identified: Resource and Knowledge, Grit and Perseverance, Waning Grit, Disengaged, and Disengaged and Hopeless. The qualitative themes and groups supported current perspectives on academic risk and resilience and showcase the need to create an integrated model of academic resilience in higher education that accounts for sociohistorical context, social and academic integration, coping skills, locus of control, and social contractual expectations. Furthermore, this study provides practical recommendations by identifying groups who are at risk for academic disengagement.

AB - Academic resilience reflects individuals’ high levels of achievement and motivation despite the presence of stressful conditions that place them at risk for reduced performance. To understand what informs resilience, this study used narrative data from 274 Mexican-origin late adolescents/young adults (aged 19-25 years) to understand how a sociohistorical context— the 2007 U.S. economic recession — informed their experiences in college engagement and achievement. An inductive approach was used to identify themes based on youth’s narratives. Four themes emerged within the data: inability to pay for education, changes in educational/career goals, prioritizing of resources, and feelings of hopelessness/helplessness. Next, a person-centered approach was used to identify patterns in youth’s theme endorsement. Five patterns of academic resilience were identified: Resource and Knowledge, Grit and Perseverance, Waning Grit, Disengaged, and Disengaged and Hopeless. The qualitative themes and groups supported current perspectives on academic risk and resilience and showcase the need to create an integrated model of academic resilience in higher education that accounts for sociohistorical context, social and academic integration, coping skills, locus of control, and social contractual expectations. Furthermore, this study provides practical recommendations by identifying groups who are at risk for academic disengagement.

UR - http://www.scopus.com/inward/record.url?scp=85058626126&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85058626126&partnerID=8YFLogxK

U2 - 10.1177/0743558418810842

DO - 10.1177/0743558418810842

M3 - Article

VL - 34

SP - 351

EP - 380

JO - Journal of Adolescent Research

JF - Journal of Adolescent Research

SN - 0743-5584

IS - 4

ER -