The purpose of this article was to examine factors within the school context that facil educational resilience among African American high school students. The authors expe academic self-esteem to be positively associated with future expectations (academic and gene They expected perceptions of school-based social support to have positive associations achievement outcomes. They also investigated if there are gender differences in any o variables. The participants were 206 African American adolescents (65.54% female) who resid in a large urban city in the south-central geographic area of the United States. Results supp the notion that educational resilience was associated with perceived school support, acad self-esteem and mother's work history. The results have implications for educators and oth professionals who are interested in promoting educational resilience in high school students.
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