Journal on "Education Resiliency"

Journal 5 pages (1362 words) Sources: 6 Style: APA

[EXCERPT] . . . .

Resilience

Promoting Educational Resilience: Conceptual Frameworks, Institutional Advantages, and Personal Development

A confluence of social, economic, and political issues continues to sharpen the focus of public and policy attention on educational, systems and institutions and the role they play in shaping individual and community opportunities. While the creation of an educational system that provides for the adequate and ample growth and development of learners throughout their schooling is of course desired, the current system is far from reaching this state and many students face significant disadvantages that have been empirically demonstrated to cause a reduction in academic progress and success. Because of this, the phenomenon know as "resilience" has become the subject of much attention and inspection as researchers and practitioners in the educational arena attempt to determine how some students are able to overcome or recover from academic disadvantages and setbacks and return to normal or even super-normal levels of achievement. As the following will demonstrate, resilience is built by a multitude of factors on the institutional as well as the personal level that require a proper framework for understanding and implementing.

Developing a Meaningful Framework

In order to fully understand the concept of resilience in academic settings and determine effective practical means of enhancing and increasing the prevalence and efficacy of such resilience, it is necessary to develop a proper framework for examining and understanding the very concept of resilience. First and foremost, it must be understood that academic or educational resilience can only be adequately measured and observed after established academic disadvantages have had a known influential impact on the population or sample being examined (Brackenreed, 2010; Martin & Marsh, 2009). That is, resilience requires some action, event, or set of circumstances to be resilient from, and while the latent potential for resilience might exist in individuals and/or institutions that are not placed at a significant academic disadvantage, such resilience cannot be made manifest and so cannot be examined. Studies of resilience must necessarily focus on underperforming students and/or schools with demonstrated disadvantages, such as poverty -- the most prominent influential factor and possibly a primary cause of other measured disadvantages -- minority status, breakdowns in standard social support systems, etc. (Martin & Marsh, 2009; Brooks, 2010; Bryan, 2005). As simplistic and perhaps pedantic as this definitive factor may seem, it has important theoretical and practical implications.

Explicitly defining a difference between manifested academic resilience and the potential for academic resilience allows these two facets of overcoming academic and educational barriers to be examined separately. This allows for the development and implementation of more targeted practical solutions for solving identified problems or enhancing overall resilience in specific institutions and situations or with specific individual learners. Martin and Marsh (2009) labeled the potential, or more correctly a major contributing part of the potential for academic resilience, "academic buoyancy," which refers to the ability of students to adjust and effectively react to the challenges of a more normalized and stable academic life within a given situation. Academic buoyancy is in many ways an accurate predictor of academic resilience, meaning that a comparable low-risk and normally-achieving population of students can be used in some manner to indirectly measure evidence of academic resilience in other populations (Martin & Marsh, 2009). This theoretical hierarchy of academic buoyancy and academic resilience, then, allows for closer and more accurate research into the issues involved, which can lead to more effective practical changes in schools and behavior that could lead to enhanced resilience (Martin & Marsh, 2009).

Institutional Features

Resilience is often a required part of academic success precisely because academic institutions in many areas lack the resources to provide materials and environments truly beneficial to the learning process, which can make it seem next to impossible for institutions to expend resources in an effort to make changes to the level of resilience exemplified by their student bodies (Bryan, 2005; Peck et al., 2008). There are many things that can be accomplished at the institutional level that are not especially if at all resource intensive, however, that can nonetheless contribute to higher levels of evidenced academic… READ MORE

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