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Rethinking Approaches to Fostering Academic Resilience

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Handbook of Resilience in Children

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Abstract

Interventions to address the racial/ethnic “academic achievement gap” in the United States have not been successful. We argue this lack of success is, at least in part, related to a lack of recognition that racism is the root cause of racial disparities in education. In this chapter, we summarize the strengths and pitfalls of fostering academic resilience through three approaches: resilience, social-emotional and character development, and trauma-informed practices. We suggest that building on strengths of each of these approaches with a critical racial equity lens is necessary to foster academic resilience.

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Author information

Authors and Affiliations

  1. Center for Healthcare Delivery Science, Nemours Children’s Health, Wilmington, DE, USA

    Danielle R. Hatchimonji

  2. Psychology Department, Montclair State University, Montclair, NJ, USA

    Jazmin A. Reyes-Portillo

  3. Department of Psychology, Rutgers University, Piscataway, NJ, USA

    Maurice J. Elias

Authors
  1. Danielle R. Hatchimonji
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  2. Jazmin A. Reyes-Portillo
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  3. Maurice J. Elias
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Editor information

Editors and Affiliations

  1. Department of Psychiatry, University of Utah School of Medicine, Salt Lake City, UT, USA

    Sam Goldstein

  2. Department of Psychology, McLean Hospital and Harvard Medical School, Needham, MA, USA

    Robert B. Brooks

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Hatchimonji, D.R., Reyes-Portillo, J.A., Elias, M.J. (2023). Rethinking Approaches to Fostering Academic Resilience. In: Goldstein, S., Brooks, R.B. (eds) Handbook of Resilience in Children. Springer, Cham. https://doi.org/10.1007/978-3-031-14728-9_24

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