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Identifying resiliency factors viewed by second and third grade teachers that foster academic success in elementary minority Hispanic students in Orange County
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Identifying resiliency factors viewed by second and third grade teachers that foster academic success in elementary minority Hispanic students in Orange County
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Content
Running head: RESILIENCY FACTORS IN HISPANIC STUDENTS 1
IDENTIFYING RESILIENCY FACTORS VIEWED BY SECOND AND THIRD GRADE TEACHERS
THAT FOSTER ACADEMIC SUCCESS IN ELEMENTARY MINORITY HISPANIC STUDENTS IN
ORANGE COUNTY
by
Danielle M. Ramirez
__________________________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2020
RESILIENCY FACTORS IN HISPANIC STUDENTS
2
Copyright 2020 Danielle M. Ramirez
Dedication
This dissertation is dedicated to my two amazing children who continued to support me
throughout the entire process and had patience with me as I wrote and completed the study. I
truly hope that I have been a positive educational role model for them. I also want to dedicate
this dissertation to my parents who continued to encourage me to keep working on my
dissertation and were always there to support me.
RESILIENCY FACTORS IN HISPANIC STUDENTS
3
Acknowledgements
I would like to thank the members of my dissertation committee: Dr. Rudy Castruita
(dissertation chair), Dr. John Roach, and Dr. Maria Ott for their never-ending mentoring and
guidance throughout the entire dissertation process.
I would like to thank my USC colleagues for their invaluable support during the entire
doctoral program. I want to especially acknowledge and thank Elizabeth Leon for her continued
support and motivation as we worked together to complete our classes and supported each other
with the dissertation process.
Lastly, I would like to thank the second and third grade teachers that took the time to
allow me to interview them and to the teachers that participated in my survey. Each and every
one of these incredible educators continues to make a positive difference in their students.
RESILIENCY FACTORS IN HISPANIC STUDENTS
4
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 6
List of Figures 7
Abstract 8
Preface 9
Chapter One: Introduction 10
Background of the Problem 15
Statement of the Problem 16
Purpose of the Study 16
Research Questions 17
Significance of the Study 17
Limitations and Delimitations of the Study 18
Definition of Terms 19
Organization of the Study 19
Chapter Two: Literature Review 21
Minority Hispanic Students: Demographics 21
Policies Targeting Hispanic Students 21
Definition of Resilience 22
Barriers to Explain Underachievement 25
Poverty 26
Language 26
Teacher Expectations 27
Influences on Resilience 28
School 28
Family 33
Resilience Theoretical Framework 34
Limitations in Previous Literature 36
Chapter Three: Methodology 39
Introduction 39
Statement of the Problem 39
Purpose of Study 39
Research Questions 40
Selection of the Population 40
Design Summary 41
Methodology 42
Instrumentation and Protocols 43
Qualitative Instrument 43
Quantitative Instrument 43
Data Collection 44
Data Analysis 45
Validity and Reliability 46
Summary 46
Chapter Four: Findings 48
RESILIENCY FACTORS IN HISPANIC STUDENTS
5
Introduction 48
Research Questions 48 55
Response Rate 49 55
Quantitative Demographic Data 50
Qualitative Demographic Data 54
Research Question #1 55
Support Teams for At-Risk Students 56
Positive Parent Community Interactions 57
Research Question #2 58
Supportive Relationships 59
Teacher Expectations 61
Research Question #3 62
Sense of Purpose and Future 63
A Positive Relationship With An Adult 65
Research Question #4 65
Learn From Mistakes and Successes 67
Problem Solving of Complex-Real Life Problems 68
Summary 69
Chapter Five: Conclusions and Implications 72
Introduction 72
Purpose of the Study 72
Research Questions 73
Methodology 74
Results and Findings 74
Research Question #1 74
Research Question #2 75
Research Question #3 76
Research Question #4 77
Implications of the Study 78
Recommendations for Future Research 79
Concluding Remarks 80
References 82
Appendices
Appendix A: Interview Cover Sheet & Protocol 89
Appendix B: Teacher Survey 92
Appendix C: General Recruitment Email Cover Letter 95
RESILIENCY FACTORS IN HISPANIC STUDENTS
6
List of Tables
Table 1: Survey and Interview Selection Criteria of Second and Third Grade Teachers 41
Table 2: Quantitative Survey- Response Rate 49
Table 3: Quantitative Survey- Teacher Gender 50
Table 4: Quantitative Survey- Teacher Ethnicity 51
Table 5: Quantitative Survey- Teacher Age 51
Table 6: Quantitative Survey- Highest Degree Earned 52
Table 7: Quantitative Survey- Overall Teacher Experience 52
Table 8: Quantitative Survey- Teacher Experience in Current District 53
Table 9: Qualitative Interview: Characteristics for Teachers and Schools 55
Table 10: Teacher Rating of Strategies that Foster Resilience in Hispanic Students 56
Table 11: Teacher Rating of Formal and Informal Factors that Influence the
Development of Academic Resilience in Hispanic Students 59
Table 12: Teacher Rating of Preconditions that Influence the Resiliency in Hispanic
Students 62
Table 13: Teacher Rating of Elements that Are Important In a Classroom Learning
Environment To Promote Resilience in Hispanic Students 66
RESILIENCY FACTORS IN HISPANIC STUDENTS
7
List of Figure
Figure 1: Triangulation of the Data 46
RESILIENCY FACTORS IN HISPANIC STUDENTS
8
Abstract
Resiliency is one way that Hispanic students can combat negative academic
precursors. Common attributes of resilient students are a positive self-concept about personal
accomplishments, effective coping strategies, and socio-emotional competence (Merrell, Cohn,
& Tom, 2011).
This study explored the identification resiliency factors that foster academic success in
elementary minority Hispanic students in Orange County schools through the lens of teachers.
By studying the resilient factors that teachers identified in elementary minority Hispanic students
may better prepare them for academic success in Orange County schools.
The research questions used to guide the study were: What strategies do resilient
Hispanic students in elementary schools employ to excel academically?; What formal or
informal factors do Hispanic students in elementary schools experience to develop resiliency to
excel academically?; What common preconditions exist for resilient Hispanic students in
elementary schools?; and What about the context of classroom learning environments promote
the resiliency in Hispanic students in elementary schools?
The methodology for this study was a mixed-method design. There were quantitative and
qualitative data collected and analyzed. Surveys were collected from 39 second and third grade
teachers in Orange County public school districts. From the surveys returned, purposeful
sampling was used to select five second and third grade teachers in Orange County public school
districts for one-on-one interviews.
RESILIENCY FACTORS IN HISPANIC STUDENTS
9
Preface
Some of the chapters of this dissertation were coauthored and have been identified as
such. While jointly authored dissertations are not the norm of most doctoral programs, a
collaborative effort is reflective of real-world practices. To meet their objective of developing
highly skilled practitioners equipped to take on real-world challenges, the USC Graduate School
and the USC Rossier School of Education have permitted our inquiry team to carry out this
shared venture.
This dissertation is part of a collaborative project with one other doctoral candidate,
Elizabeth Leon. We jointly created the survey and drafted the interview questions that were to
be directed to elementary teachers in Orange County, California. As a result, two dissertations
were produced by inquiry partnership (see Ramirez, 2020, for second and third grade; and Leon,
2020, for fourth and fifth grade).
RESILIENCY FACTORS IN HISPANIC STUDENTS
10
CHAPTER 1: INTRODUCTION
According to United States Department of Education, National Center for Educational
Statistics (2003), the percentage of minority school age students has grown 16% in the past 30
years. If immigration continues at this pace, Whites will be the minority in every category of
public education by year the 2040 (Garcia, 2001). Hispanics are the largest and fastest growing
group of minority students (Hassinger & Plourde, 2005). Projections show that by the year 2026
the United States will have the exact inverse of student representation from 1990 when Whites
made up 70% of our K-12 enrollment, but with Hispanics students (Garcia, 2001). Garcia (2001)
also shared the following statistics:
● 200,000 Hispanics immigrate to the United States each year, this makes up 40% of all
legal immigrants.
● 200,000 Hispanics immigrate to the United States illegally each year.
● Hispanic population has grown 35% since 1990.
● Hispanics constituted 34% of public elementary and secondary school enrollment in
1999.
Several young Hispanics/Latinos do not participate in school readiness programs and are
usually not read to at home which causes them to be at a disadvantage in elementary school
(Hassinger & Plourde, 2005). Hispanics/Latinos students are more likely to repeat a grade level
than are White students and have the highest rate of non-school completion than any other
minority group (NCES, 2003). Retention refers to a student repeating the same grade they just
finished the academic year prior (Willson & Hughes, 2006). A strong correlation remains
between grade retention and dropping out of school before graduation. According to NCES
(2003), 27% of Hispanic students dropped out of high school in 2001.
RESILIENCY FACTORS IN HISPANIC STUDENTS
11
In a study by Willson and Hughes (2006), the author was concluded that children who
enter school at an earlier age perform worse academically and socially than students who begin
at an older age. Hispanics/Latinos students tend to start school younger than White children
because the Hispanics/Latinos parents are less likely to delay their children due to low readiness
skills. It was also stated that Hispanics/Latinos students are less likely to attend preschool
compared to White or Black students (Willson and Hughes, 2006). Therefore, many Hispanic
students do not begin school with reading and mathematical readiness skills. Unfortunately,
many Hispanic students start school already at-risk of retention and have to play catch-up for the
remainder of schooling (Willson and Hughes, 2006).
The growing achievement gap for this population of students is even more troubling since
national testing results from 2005 indicate Hispanic students significantly lag behind in reading
and math performance (Fry, 2007). By fourth grade, 46% of Hispanic students scored in the
lowest category for math and by eighth grade, 71% scored in the lowest category for both math
and reading (Fry, 2007). The persistent achievement gap of Hispanic students begs the need to
investigate educational resilience factors that enable school success in an effort to adequately
meet their academic needs. Educational resilience refers to the “heightened likelihood of success
in schools and other life accomplishments despite environmental adversities brought on by early
traits, conditions, and experiences” (Wang, Haertel, & Walberg, 1994). Despite the rough start
with schooling, resiliency allows Hispanic students to continue on a positive educational path.
Resilience is the ability to mature, thrive, and increase competence in the face of adversity and
obstacles (Gordon, 1996). Resiliency can be separated into four categories: individual attributes,
use of time, family, and school (McMillian & Reed, 1994).
RESILIENCY FACTORS IN HISPANIC STUDENTS
12
Resiliency is one way that Hispanic students can combat negative academic precursors.
Gordon (1996) states that resilient people have the ability to thrive, mature, and increase
competence in the face of adverse circumstances and obstacles. Gordon (1996) completed a
study of 36 Hispanic high school sophomores from an urban city school. From her study, she
states that resilient Hispanic students all share the same core values: self-concept and motivation
(Gordon, 1996). She defines self-concept as beliefs about one’s abilities, environmental aspects,
control, and certain goals (Gordon, 1996). Gordon (1996) goes on to define motivation as
patterning of goals, emotions, and personal beliefs. Findings show that resilient Hispanic
students do not place heavy emphasis on belongingness. They do not feel it is important to have
close ties to others and, therefore, avoid most peer pressure. They also believe strongly in their
own ability despite the environment surrounding them. This self-belief keeps them focused on
their goals even when challenges and obstacles arise. Ultimately, Gordon (1996) adds in a third
element of school environment to Hispanic student resiliency. School environment provides
support, assistance, trust, and help to resilient and non-resilient students. Gordon (1996)
summarizes resilient Hispanic students into having all three parts: self-concept, motivation, and
school environment.
According to Hassinger and Plourde (2005), resiliency is the ability to handle adversity
and overcome challenging circumstances. Their case study was based on four Hispanic students
who were previously below grade level, but at the time of the study were at or above grade level.
Hassinger and Plourde (2005) do not state the grade level or age of the four students. The study
shows that these four resilient students all share similarities in the following areas: supportive
relationships, student characteristics, family factors, school factors, and teacher expectations
(Hassinger & Plourde, 2005). A supportive relationship refers to the students having at least one
RESILIENCY FACTORS IN HISPANIC STUDENTS
13
supportive person who shows them compassion. The students shared similar characteristics like
high self-esteem, internal locus of control, and a positive disposition (Hassinger & Plourde,
2005). Family factors refer to close bonds with at least one caregiver who provide the student
with attention and support. School factors include participation in extracurricular activities and
the knowledge that school is a safe place physically and emotionally (Hassinger & Plourde,
2005). Finally, teacher factors refer to the teacher setting high expectations for the students and
being a good person for the students to talk to about anything (Hassinger & Plourde, 2005).
The literature on resilience gives promise to finding specific ways in which teachers can
enhance success among Hispanic students. According to research, promoting resilience in
schools among Hispanic students requires they have access to a variety of assets and promotive
factors in school to counter risks and promote positive adaptation (Henderson, DeCuir-Gunby
and Gill, 2016). Positive relationships with teachers and other school personnel play a
significant role in increasing academic and school engagement. Specifically, minority youth
such as Hispanics who received constant encouragement exhibited higher levels of self-efficacy
and self-esteem, both positive indicators for resiliency. Benard’s (1991) research further
supports the importance of caring relationships and identified high expectations and
opportunities to participate and contribute in classroom discussions that buffer academic risk and
promote resiliency in schools.
Teachers can improve classroom instruction to facilitate the promotion of resiliency
centers by employing explicit teaching practices. For example, Waxman, Padron, and Arnold
(2001) describe five explicit practices that have shown to have effective outcomes: cognitively-
guided instruction, culturally responsive teaching, technology-enriched instruction, cooperative
learning, and instructional conversations. Kitano and Lewis (2005) agree with Waxman et al.
RESILIENCY FACTORS IN HISPANIC STUDENTS
14
(2003) and confirm the role teachers play in developing resilience by creating trusting
environments whereby students have the opportunity to exercise responsibility, make decisions,
and learn from their mistakes and successes. These authors further elaborate on the importance
of offering rich, rigorous, learner-centered curriculum and experiences with problem solving of
complex, real-life problems as contributing factors to the promotion of educational resilience
(Wang, Haertel, & Walberg, 1998).
Moreover, curriculum that effectively integrates culturally relevant instruction and
programs are particularly important for minority youth (Henderson, De-Cuir-Gunby & Gill,
2016). In their study, Henderson, De-Cuir-Gunby & Gill (2016) revealed higher levels of
academic achievement when teachers design curriculum and cultivate a classroom climate that
values the cultural traditions of minority youth and their families. In addition to supportive
teacher-student relationships and responsive curriculum, Brooks (2006) proposes teachers can
strengthen resilience by developing social competence, communicating high expectations for
students’ academic and social performance, increasing opportunities for meaningful participation
of students in the school environment, and creating partnerships with families and community
resources.
Waxman, Padron, Shin and Rivera (2008) revealed the significance of the amount and
quality of teacher and student academic interactions as two of the most influential variables that
promote student academic success. In their study, the authors found that in order to close the
achievement gap and reach academic equity for minority students, changes in the classroom
climate and procedures must be made. They offer teacher practices such as giving meaningful
feedback, using explicit teaching practices and understanding students on a social and personal
as ways to promote resilience in schools (Waxman et al., 2008). The research result showed a
RESILIENCY FACTORS IN HISPANIC STUDENTS
15
positive correlation between creating a positive classroom environment with the aforementioned
factors and an increase in motivation and achievement outcomes. However, the authors caution
against teacher perceptions that educational resilience is a fixed attribute of some students;
teachers need to see it as a process that can be developed and fostered in the classroom
environment (Waxman et al., 2008).
Researchers uncovered common attributes resilient students exhibit such as a positive
self-concept about personal accomplishments, effective coping strategies, and socio-emotional
competence (Merrell, Cohn, & Tom, 2011). Teachers, however, were found to be influential in
encouraging optimism and helping minority students process their bad experiences and use
effective coping strategies (Kitano & Lewis, 2005). These coping strategies involve assisting
students in developing attitudes and metacognitive skills such as self-talk to apply flexible
coping strategies to situations outside of their control. More work in this area is needed in order
to understand the impact teacher perceptions have on Hispanic student’s educational resilience.
Overall, there is consensus in the literature regarding the connection between
environmental factors such as classroom environment and the positive link to resilience.
However, Kitano and Lewis (2005) caution against the idea that all factors need to be present for
successful outcomes to ensue. Kitano and Lewis (2005) suggest that achievement among
minority students is probably a result of a combination of factors.
Background of Problem
According to research, promoting resilience in schools among Hispanic students requires
they have access to a variety of assets and promotive factors in school to counter risks and
promote positive adaptation (Henderson, DeCuir-Gunby and Gill, 2016). These researchers
revealed how positive relationships with teachers and other school personnel play a significant
RESILIENCY FACTORS IN HISPANIC STUDENTS
16
role in increasing academic and school engagement. Specifically, minority youth such as
Hispanics who received constant encouragement from mentors at school, exhibited higher levels
of self-efficacy and self-esteem, both positive indicators for resiliency. Benard’s (1991) research
further supports the importance of caring relationships and identified two more protective factors
that buffer academic risk and promote resiliency in schools. These include high expectations and
opportunities to participate and contribute in classroom discussions.
Statement of the Problem
America’s educational system is constantly adjusting to accommodate the growing
number and wide variety of ethnicities, yet Hispanic students are most at-risk with 50% of them
leaving school prior to graduation (Hassinger & Plourde, 2005). The issue is problematic, as
statistics show that it is vital to our country and our education system that Hispanic students
develop resiliency traits in elementary school Americans can no longer allow 27% of Hispanic
students to dropout of school before graduating high school (NCES, 2003). Our schools need to
equip Hispanic students with self-concept, motivation, and a positive school environment
(Gordon, 1996).
Purpose of the Study
This study seeks to identify the resiliency factors that foster academic success in
elementary minority Hispanic students in Orange County. In spite of repeated failure and
academic challenges, some Hispanic students rise above adversity and become successful
(Hassinger & Plourde, 2005). Waxman, Gray and Padron (2003) confirm that skills,
opportunities, and relationships promote resiliency in schools. Few studies have actually
examined resiliency in schools. Waxman, Gray and Padron (2003) focus on comparing resilient
and non-resilient students within the context of family and individual characteristics. The goal
RESILIENCY FACTORS IN HISPANIC STUDENTS
17
of this study is to build upon the existing knowledge base and expand it to include classroom
processes that have been identified to foster resilience in an effort to recreate these factors for
Hispanic elementary students. Of special interest are the protective factors found in school
environments that contribute to successful school outcomes. Protective factors are processes or
characteristics that help buffer the effect of risk factors and counter the adverse outcomes
(Kazdin, Kraemer, Kessler, Kupler, & Offord, 1997).
Research Questions
The following research questions will guide this study:
1. What strategies do elementary teachers believe resilient Hispanic students utilize to
excel academically?
2. What formal or informal factors do Hispanic students in elementary schools
experience to develop resiliency to excel academically?
3. According to elementary teachers, what common preconditions exist for resilient
Hispanic students?
4. What classroom learning environments promote the resiliency in Hispanic students
in elementary schools?
Significance of the Study
The serious educational problems facing Hispanic students present educators with the
formidable challenge to meet student needs. This study will add to the existing broad resiliency
research to help explain why some Hispanic children succeed in the face of adversity. The
findings of this study could be used to help schools and teachers develop instructional practices
that promote academic achievement in Hispanic students in order to ensure their academic
success in Orange County public schools. Resilience research states that schools provide
RESILIENCY FACTORS IN HISPANIC STUDENTS
18
students with assets, strengths, or skills to help students overcome risk factors out of the school’s
control (Garmezy, 1991). One advancement to understanding the contributing factors to student
success is to focus on the influence of the classroom teacher as well as characteristics of the
academically successful student.
Limitations
This study includes the following limitations:
1. The ability to gain access to second and third grade general education teachers with five
or more years experience teaching at public schools with an English-learner population of
50 percent or more.
2. The ability or willingness of second and third grade general education teachers to provide
accurate responses.
3. Only interviewing second and third grade general education teachers in Orange County,
California.
4. Interviewing a small number of second and third grade general education teachers will
not be representative of all second and third grade general education teachers; therefore,
the study results may not be generalizable to a larger population.
Delimitations
This study includes the following delimitations:
1. Interviews were limited to second and third grade general education teachers who had
been in the position for at least five years.
2. The population was limited to second and third general education teachers’ specific grade
levels or schools and may not be generalizable to elementary general education teachers
across all K-5 settings.
RESILIENCY FACTORS IN HISPANIC STUDENTS
19
Definitions of Terms
For the purpose of this study, the following terms are identified as follows:
1. Resiliency- the ability to handle adversity and overcome challenging circumstances
Hassinger and Plourde (2005).
2. Educational resilience- focuses on why some students do well in school and are
successful while similar students from like disadvantaged circumstances are not
successful in schools (Waxman et al., 2008). Key concepts that emerged from the
literature review include educational resilience within the context of schools before
implications of practice are generated as to how to build resilience in schools (Liddle,
1994).
3. Social resources- teacher perception of students, educational support of teachers and
encouragement (Waxman, Gray & Padron, 2003).
4. Self-concept- beliefs about one’s abilities, beliefs about environmental facilitation, beliefs
about control, and beliefs about the importance of certain goals all contribute to a
person’s self-concept (Ford, 1992; Gordon, 1994, 1995).
5. Self-efficacy- achieved when teachers can provide opportunities for students to develop a
sense of ability to influence the environment for example by helping others in the
community or solving a real-life problem (Kitano & Lewis, 2005).
Organization of the Study
This study is organized into five chapters. Chapter one is an overview of the study and
provides a reason as to why it is important to conduct the research on this topic. Further, chapter
one describes the background and context of the problem. Chapter two reviews literature that is
current and relates to the research questions. The chapter concludes by providing comments of
RESILIENCY FACTORS IN HISPANIC STUDENTS
20
the literature review and why there is a need to support the study of this topic. Next, chapter
three is the methods section where the purpose of the study and research questions is restated.
The rationale for the types of methods used, both quantitative and qualitative, will be discussed.
Chapter four is an analysis of the data collected from the surveys and interviews. Finally,
chapter five concludes the study by providing a discussion of the findings, implications, and
recommendations for identifying resiliency factors that foster academic success in elementary
minority Hispanic students in Orange County schools.
RESILIENCY FACTORS IN HISPANIC STUDENTS
21
CHAPTER TWO: LITERATURE REVIEW
Minority Hispanic Students: Demographics
According to Garcia (2001), a projection states that by the year 2026 the United States’
K-12 enrollment will be made up of 70% of Hispanic students which is the exact inverse of
White student representation in 1990. Garcia (2001) also shared the following four statistics:
● 200,000 Hispanics immigrate to the United States each year, this makes up 40 % of all
legal immigrants.
● 200,000 Hispanics immigrate to the United States illegally each year.
● Hispanic population has grown 35% since 1990.
● Hispanics constituted 34% of public elementary and secondary school enrollment in
1999.
Several young Hispanics do not participate in school readiness programs and are usually
not read to at home which causes them to be at a disadvantage in elementary school (Hassinger
& Plourde, 2005). Hispanics/Latino are more likely to be retained in a grade level than are
White students and have the highest rate of non-school completion than any other minority group
(NCES, 2003). Retention refers to a student repeating the same grade they just finished the
academic year prior (Willson & Hughes, 2006). There remains a strong correlation between
grade retention and dropping out of school before graduation. According to NCES, 27% of
Hispanic students dropped out of high school in 2001.
Hispanics are the largest minority group in the country (Johnson & Fargo, 2014).
According to the Pew Hispanic Center, the number of Hispanic in the United States is projected
to double by 2050, growing from 15% of the total population to 29% (Johnson & Fargo, 2014).
Policies Targeting Hispanic Students
RESILIENCY FACTORS IN HISPANIC STUDENTS
22
Previous research attempted to address the underperformance of Hispanic students,
however, not at an acceptable rate (Garmezy, 1991). According to Garmezy (1991), many
Hispanic children overcome life’s difficulties, so it is critical to identify those “protective”
factors that allow individuals to circumvent life stressors. Garmezy (1991) adds there are only
hints in the literature that pinpoint variables which may be operative in less than opportunistic
situations, however, one of the dominant variables is the presence of resilience.
Quirk et al. (2013) concluded that Hispanic students with low levels of school readiness
show decreased odds of transitioning from a lower to a higher academic achievement outcome
(catching up academically to their peers) than students that entered kindergarten with high levels
of school readiness. Hispanic students enter school with low levels of academic readiness
(Quirk, 2016). Hispanic students who enter kindergarten with high levels of school readiness
had a 88% chance of achieving at or above average in 2nd-5th grade assessments compared to
39% of Latino students who start kindergarten with low levels of school readiness (Quirk, 2016).
Also, according to Diamond, Furlong, and Quirk (2016), the achievement gap would virtually
disappear for all Latino students if they had the same high levels of school readiness compared to
their White peers. Their study supports the need for increased efforts to provide high-quality
preschool instruction with emphasis on language development, including Spanish, for Hispanic
students (Diamond et al., 2016). As a result, policy advocacy for preschool instruction has been
a focus for many district servicing students from Hispanic backgrounds (Diamond, Furlong, &
Quirk, 2016).
Definition of Resilience
Winfield’s (1994) recognizes that in order to identify how some youth succeed despite
the overwhelming odds, administrators, teachers, and policymakers must understand the concept
RESILIENCY FACTORS IN HISPANIC STUDENTS
23
of resilience. According to Winfield (1994) resilience is the individual's response to risk factors
and the ability to overcome adversity and succeed. In the research-based definition of resilience,
Winfield (1994) focuses attention on protective processes that foster resilience although she
recognizes resilience is an interaction between the characteristics of the individual and the
environment. It is noteworthy in her research that adult influence provides a protective process
for children.
Gordon (1996) claims resilient people have the ability to thrive, mature, and increase
competence in the face of adverse circumstances and obstacles. Gordon (1996) completed a
study of 36 Hispanic high school sophomores from an urban city school. The outcome of the
study noted resilient Hispanic students all share the same core values: self-concept and
motivation. Self-concept is defined as beliefs about one’s abilities, beliefs about environmental
aspects, beliefs about control, and beliefs about certain goals (Gordon, 1996). This researcher
goes on to define motivation as patterning of goals, emotions, and personal beliefs. Findings
show that resilient Hispanic students do not place heavy emphasis on belongingness. They do
not feel it is important to have close ties to others and, therefore, avoid most peer pressure. They
also believe strongly in their own ability despite the environment surrounding them. This self-
belief keeps them focused on their goals even when challenges and obstacles arise. Ultimately,
Gordon (1996) adds in a third element to Hispanic student resiliency- school environment.
School environment provides support, assistance, trust, and help to resilient and non-resilient
students. Gordon (1996) summarizes resilient Hispanic students into having all three parts: self-
concept, motivation, and school environment.
Resiliency is the ability to handle adversity and overcome challenging circumstances
(Hassinger and Plourde, 2005). A case study conducted by Hassinger and Plourde (2005) was
RESILIENCY FACTORS IN HISPANIC STUDENTS
24
based on four Hispanic students that were once below grade level, but at the time of the study
were at or above grade level. The grade level or age of the four students is not known but the
study shows that these four resilient students all share similarities in the following areas:
supportive relationships, student characteristics, family factors, school factors, and teacher
expectations. A supportive relationship refers to the students having at least one supportive
person who shows them compassion. The students shared similar characteristics like high self-
esteem, internal locus of control, and a positive disposition. Family factors refers to these
students having a close bond with at least one caregiver that provided the student with attention
and support. School factors could include participation in extracurricular activities and the
students knowing that school was a safe place physically and emotionally. Finally, teacher
factors referred to the teacher setting high expectations for the students and being a good person
for the students to talk to about anything. Although this case study had a very small sample size,
it went into great depth with the methodology of interviews, observations, and documents
(Hassinger & Plourde, 2005).
Wang, Haertel, and Walberg (1994) defines educational resilience as the strong
likelihood of success in school and other life accomplishments despite environmental setbacks
brought about by early traits, conditions, and experiences. Alva (1991) used the term academic
invulnerability to describe students who maintain high levels of achievement in motivation and
performance, despite stressful events and conditions that place them at risk to perform poorly in
school and eventually drop out.
McMillan and Reed (1994) stated that positive interpersonal relationships, like high
expectations from family members, and individual factors, like high self-efficacy, goal setting,
intrinsic motivation, and an internal locus of control, play a role in developing resiliency. Family
RESILIENCY FACTORS IN HISPANIC STUDENTS
25
support encourages students to hold high expectations. Resilient students have specific and high-
level goals regarding their academic future (McMillan & Reed, 1994). Resilient students exhibit
high self-efficacy because they believe that they will successfully complete tasks that they set out
to accomplish. Resilient students participate in activities for self- interest, challenge, or
entertainment which results in intrinsic motivation. Resilient students have an internal locus of
control by believing that their efforts and hard work payoff. In addition, resilient students
believe that their actions directly affect their goals.
Rivera and Waxman (2011) state that a resilient child is one who experiences chronic
adversity, but improves or recovers more successfully than his or her peers. Resilient children
characteristics include: (a) building a positive relationship with an adult, (b) being good problem
solvers and learners, (c) ability to engage well with other people, and (d) have an area of
competence and perceived efficacy (Rivera & Waxman, 2011). Personal characteristics of
resilient children include high expectations, beliefs that life has meaning, goal direction, personal
agency, and interpersonal problem-solving skills. Moreover, resilient children display social
competence like responsiveness, autonomy, and a sense of purpose and future (Rivera &
Waxman, 2011).
Barriers to Explain Hispanic Underachievement
Several factors that serve as barriers associated with Hispanic underachievement
predominantly include poverty, language, and low teacher expectation barriers. Viadero (2000)
identified barriers to academic success such as (a) poverty due to inadequate health care and
nutrition, (b) few education resources in the home and neighborhood, (c) course work that is less
academically challenging, (d) underqualified teachers, and (e) teachers’ self-fulfilling
RESILIENCY FACTORS IN HISPANIC STUDENTS
26
prophecies. Fashola and Slavin (2001) also found socioeconomic status and English language
proficiency to be the biggest barriers to educational success for Hispanic students.
Poverty
All measures considered, more Hispanics live in poverty than any other non-Hispanic
population in the U.S. with 22.8.% vs. 7.7% for White Non-Hispanics (U.S. Bureau of the
Census, 2000b). U.S.-born children of Mexican origin are 2.5 times more likely to live in
poverty than non-Hispanic Whites. Many Hispanic students live in areas with a high
concentration of poverty and attend schools that are fiscally underfunded (Padron, Waxman, &
Rivera, 2002). The negative effects of poverty result in academic learning difficulties (Doll &
Lyon, 1998). It is no surprise that Latino students from low-income families perform worse
academically and are far more likely to drop out than students from middle or upper income
families (Knapp & Woolverton, 1995). Additionally, some schools may place students at risk of
academic failure if they are content to blame race, poverty, geography, or language for poor
learning, rather than evaluating and experimenting with teaching practices (Rivera & Waxman,
2011). Over-represented amongst those performing poorly in U.S. schools are limited English
proficient students who deal with both high levels of poverty and language barriers.
Language
A significant barrier to the successful educational attainment of Hispanic students is
limitations with English Language proficiency. Hispanic children may be at greater risk for
academic difficulties due to language barriers (Flores, Cicchetti, & Rogosch, 2005). There were
nearly 5 million English Language Learners (ELLs) in U.S. public schools in fall 2015,
according to the most recent available data from the National Center for Education Statistics.
This represented 9.5% of U.S. public school enrollees, an increase from 8.1% in 2000 (Bialik,
RESILIENCY FACTORS IN HISPANIC STUDENTS
27
Scheller and Walker, 2018). Bialik et al. (2018), also identified that most ELL students were in
elementary school grades. In 2015, two-thirds of ELL students (67%) were in grades K-5, while
just one-third (33%) were in grades 6-12 due to meeting the standards to be reclassified.
Some ELLs acquire English in one to three years while others might take from four to ten
years (Garcia, 2000). ELLs are given the same curriculum despite their language differences and
older students are stuck in a cycle of English as a Second Language classes in which they are not
exposed to adequate instruction to develop academic English or important content area concepts
(Freeman, Freeman, & Mercuri, 2003). The number of ELLs who do not make sufficient
progress on state language tests become Long Term English Language Learners creating a
pressing concern (Freeman, Freeman, & Mercuri, 2003). Given the discrepancy on the length of
time children with limited English reach proficiency, factors surrounding ELLs’ classroom
environment requires careful examination. Teachers play a critical role in the development of
language acquisition and consequently serve as gate-keepers to moving ELL students into
mainstream classrooms. However, ELLs are exposed to a lack of qualified teachers,
inappropriate teaching practices, and at-risk environments that contribute to the
underachievement of Hispanic students (Padron, Waxman, & Rivera, 2002).
Teacher Expectations
Another barrier for Hispanic students is exposure to low teacher expectations (Brooks,
2006). Whereas high expectations contribute to academic achievement and improved behaviors
among students, when expectations are lowered for less-talented students, those students are
likely to lose confidence in their ability to succeed in school (Brooks, 2006). It is especially
important to hold high expectations for at-risk students since “high expectations convey the
message that students can succeed” (Brooks, 2006, p.71). Waxman, Huang, and Wang (1997),
RESILIENCY FACTORS IN HISPANIC STUDENTS
28
investigated the classroom learning environment of resilient and non-resilient students from
inner city elementary schools. In their findings, these researchers revealed how non-resilient
students were exposed to whole class instruction with students working in teacher-assigned
activities, generally in a passive manner (i.e. watching or listening). Small group work was
limited or not observed at all in many of the classrooms. Furthermore, there was minimal
student active engagement in the classroom and the intellectual level of the curriculum was low,
with few instructional activities connected to students’ interests. The opposite was true for
resilient students along with getting more teacher attention and praise. Consequently, the
instructional and classroom learning environment differences were consistent with teacher
expectations and attitudes of who they perceived to be resilient students. In the review of
research on educational resilience, even when teachers could distinguish the resilient students
from the non-resilient ones in their classroom, few corrective actions were used to help students
(Waxman, Gray, & Padron, 2003). Teachers continued to perpetuate low expectations by not
altering their instructional practices and classroom learning environment, contributing to yet
another barrier Hispanic students need to overcome.
Influences On Resiliency
School
On the 2011 National Assessment of Educational Progress (NAEP), 16% of Hispanic
students scored proficient compared to 43% of their White classmates (Johnson & Fargo, 2014).
Due to the recent surge in Hispanic student population, most science teachers have not been
provided professional development to learn how to address the needs of the growing,
underserved group (Johnson & Fargo, 2014). Jackson and Fargo (2014) studied the impact of
transformative professional development (TDP) on student achievement on the state-mandated
RESILIENCY FACTORS IN HISPANIC STUDENTS
29
science tests in elementary students. TDP was designed to focus on five core areas: content
focus, active learning, coherence, duration, and collective participation (Johnson & Fargo, 2014).
TDP includes integration of culturally relevant pedagogy within a professional development
model designed to increase effective science instruction, improve student learning, create
effective learning and working environments, and promote a shared vision through enhanced
relationships with students (Johnson & Fargo, 2014). The premise of transformative professional
development is that teachers with students of diverse backgrounds must understand the role that
culture or a students’ background, interests, values, beliefs, etc., plays in learning (Johnson &
Fargo, 2014). The results of the study showed that transformative professional development
made a significant difference on the increase of state-mandated science test scores (Johnson &
Fargo, 2014).
Existing literature describing what teachers can do to improve classroom instruction to
facilitate the promotion of resiliency centers on employing explicit teaching practices. For
example, Waxman, Padron, and Arnold (2001) describe five explicit practices that have shown to
have effective outcomes: cognitively-guided instruction, culturally responsive teaching,
technology-enriched instruction, cooperative learning, and instructional conversations. Kitano
and Lewis (2005) agree with Waxman et al. (2003) and confirm the roles teachers play in
developing resilience by creating trusting environments so students have the opportunity to
exercise responsibility, make decisions, and learn from their mistakes and successes. Wang,
Haertel, and Walberg (1998) further elaborate on the importance of offering rich, rigorous,
learner-centered curriculum and experiences with problem-solving of complex, real-life issues as
contributing factors to the promotion of educational resilience.
RESILIENCY FACTORS IN HISPANIC STUDENTS
30
Additionally, a curriculum that effectively integrates culturally relevant instruction and
programs is particularly important for minority youth (Henderson, De-Cuir-Gunby & Gill, 2016).
Researchers revealed higher levels of academic achievement when teachers design curriculum
and cultivate a classroom climate that values the cultural traditions of minority youth and their
families. In addition to supportive teacher-student relationships and responsive curriculum,
research conducted by Brooks (2006) proposes teachers can strengthen resilience by developing
social competence, communicating high expectations for students’ academic and social
performance, increasing opportunities for meaningful participation of students in the school
environment, and creating partnerships with families and community resources.
Resilience research conducted by Waxman, Padron, Shin and Rivera (2008) revealed the
significance of the amount and quality of the teacher and student academic interactions as two of
the most influential variables that promotes student academic success. Researchers found that in
order to close the achievement gap and achieve academic equity for minority students, changes
in the classroom climate and procedures must be made. They offer teacher practices such as
giving meaningful feedback, using explicit teaching practices and understanding students on
social and personal as ways to promote resilience in schools (Waxman et al., 2008). A result of
their research showed a positive correlation between creating a positive classroom environment
with the aforementioned factors and an increase in motivation and achievement outcomes.
However, they also caution against teacher perceptions that educational resilience is a fixed
attribute of some students, rather teachers need to see it as a process that can be altered or
mechanisms that can be developed and fostered in the classroom environment (Waxman et al.,
2008).
RESILIENCY FACTORS IN HISPANIC STUDENTS
31
Similarly, Waxman, Huang, Anderson and Weinstein (1997) examined effective
classroom processes in urban schools and identified several important findings. These
researchers echoed that the amount and quality of interactions between teacher and student made
a difference in promoting academic success. In effective schools, students were observed
interacting with their teacher 70% of the time via active student learning activities. Also,
instructional strategies like small group instruction and cooperative grouping were identified as
effective practices for minority students that lead to improved student outcomes (Waxman et al.,
1997).
School influences in the literature review also uncovered common attributes resilient
students exhibit such as a positive self-concept about personal accomplishments, effective coping
strategies, and socio-emotional competence (Merrell, Cohn, & Tom, 2011). Teachers, however,
were found to be influential in encouraging optimism and helping minority students process their
bad experiences and use effective coping strategies (Kitano & Lewis, 2005). These coping
strategies involve assisting students in developing attitudes and metacognitive skill such as self-
talk to apply flexible coping strategies to situations outside of their control. More work in this
area is needed in order to understand the impact teacher perceptions have on Hispanic student’s
educational resilience. Overall, there is a consensus in the literature regarding the connection
between environmental factors such as classroom environment and the positive link to resilience,
however, researchers caution against the idea that all factors need to be present for successful
outcomes to ensue. Kitano and Lewis (2005) suggest that achievement among minority students
is probably a result of a combination of factors.
The combination of factors in school programs can foster resilience by addressing the
school culture, policy, and structures in order to provide “protective processes” (Winfield, 1994).
RESILIENCY FACTORS IN HISPANIC STUDENTS
32
These include, but are not limited to, developing school programs to promote positive peer
interactions between and among students, parents and community members, extracurricular
activities that promote self-efficacy, provide professional development and support teams for at-
risk students and provide mentors for students to reduce risk exposure. Similarly, in the
qualitative research conducted by Hassinger and Plourde (2005) certain traits were universal to
the resiliently successful Hispanic students. Traits emerged out of important questions posed in
the research conducted such as what do these students have that is missing from other Hispanic
students? How did these students beat the odds stacked against them to become academically
successful? (Hassinger & Plourde, 2005). The findings of their research study identified
categories in the area of supportive relationships whereby an adult such as a teacher or counselor
was willing to help them in their struggles. Another had to do with student characteristics and
attributes including high self-esteem, internal locus of control and a positive disposition.
Teacher expectations were also an important factor contributing to students getting a sense that
teachers were approachable, caring and gave effective feedback coupled with adequate use of
praise. Finally, family factors including different levels of support emerged as a positive
influence (Hassinger & Plourde, 2005). Hassinger and Plourde’s (2005) research revealed how
most Hispanic resilient children had the opportunity to establish a close bond with at least one
caregiver who offered support and attention.
School was one of the factors that make children with tough lives resilient (Howard &
Johnson, 2000). During interviews, teachers focused on the importance of the social and
emotional skills taught in the school setting and barely mentioned formal learning at all. On the
other hand, students focused a lot on academic achievement and how the school provides support
for them with academic difficulties. Conversely, students spoke very little of the social and
RESILIENCY FACTORS IN HISPANIC STUDENTS
33
emotional support that schools provided them. According to Rivera and Waxman (2011), the
classroom learning environment can and should be a protective area for academic, social, and
psychological growth where resilience characteristics can be fostered and developed.
Family
Family is considered a social support within the index of resiliency in that it serves as a
stress-buffering function (Robertson, Harding, & Morrison, 1998). An individual with
appropriate social support or a sufficient number of individuals to fulfill functions of daily life
tend to be resilient in the face of stressful events and life conditions (Dubow & Tisak, 1989).
According to Robertson et al. (1998), family as social support may be an especially important
variable to examine for Hispanic students. Research findings suggest that for Hispanic students,
parents, siblings and other extended family members serve as a significant source of social
support to influence resiliency in youth (Robertson et al., 1998).
Clark (1983) conducted a study categorizing seventeen patterns in the homes of high-and
low-achieving children that outlined the differences in family activities. For high achievers,
these key nine differences proved to be effective:
1. Frequent school contact is initiated by parents.
2. The child has exposure to stimulating, supportive school teachers.
3. Parents expect to play a major role in the child’s schooling and expect the child to do
likewise.
4. Parents establish clear, specific role boundaries and status structures while serving as the
dominant authority.
5. Conflict between family members is infrequent.
6. Parents frequently engage in deliberate achievement-training activities.
RESILIENCY FACTORS IN HISPANIC STUDENTS
34
7. Parents exercise firm, consistent mentoring and rules enforcement.
8. Parents provide liberal nurturance and support.
9. Parents are able to defer to the child’s knowledge on intellectual matters (Clark, 1983).
Hassinger and Plourde’s (2005) research on family factors influencing resilient children
indicate that most resilient children had the opportunity to establish a close bond with at least one
caregiver who gave them support and attention. The conclusion of the study confirmed that a
strong supportive family unit marked by high expectations led to higher academic outcomes
(Hassinger & Plourde, 2005).
Howard and Johnson (2000) concluded from their study that students and teachers felt the
family played a very important role in promoting resilient behavior for students living a
challenging life. Teacher responses identified the important roles that families play by
maintaining supportive relationships, encouraging independence, and providing the basics for
students. Familial relationships between parents and students were pivotal, but so were
relationships with brothers and sisters, grandparents and other relatives as well (Howard &
Johnson, 2000).
Resilience Theoretical Framework
In their study, Hassinger and Plourde (2005) affirm how despite repeated failures and
early academic difficulties, some Hispanic students fight through the adversity and experience
success. Research examined the notion of resilience defined as the ability to cope with adversity
and overcome challenging obstacles (Hassinger and Plourde, 2005). Within their research,
Hassinger and Plourde (2005) reference resilience theory that identifies protective factors present
in the support system of troubled youth along with personal characteristic traits.
RESILIENCY FACTORS IN HISPANIC STUDENTS
35
McMillan and Reed (1994) identified four factors that relate to resilience: (a) individual
attributes, such as student motivation; (b) classroom and school factors, such as affiliation,
involvement, and satisfaction; (c) family attributes, like parent involvement; and (d) positive use
of time, like doing homework. Rutter (1987, 1990) identified four processes that can be
developed to facilitate resiliency: (a) reducing the risk impact and changing the risk exposure for
students, (b) reducing the negative reactions that follow exposure to risk, (c) increasing self-
esteem and efficacy for students, and (d) creating and opening up new opportunities for students.
Matsen (1994) describes four strategies for fostering resilience: (a) reducing risk and
vulnerability, (b) reducing stressors, (c) increasing available resources, and (d) mobilizing
protective processors. Swanson and Spencer (1991) named some suggestions for enhancing
resiliency processes: (a) increase access to academically challenging programs for disadvantaged
students, (b) create partnerships between churches, organizations, and businesses, and (c)
increase funding for early childhood programs.
Clark (1991) suggests that social identity and support networks are resilient behaviors
that need to be welcomed and developed by students. Kitano and Lewis (2005) define resilience
as the ability to survive and thrive in the face of adversity such as poverty, family and trauma.
They believe resilience improves a person’s ability to cope. As a result of their research, they
offer the need for social and emotional development and recommend a resilience framework
approach to best serve the needs of underrepresented populations. They suggest focusing on
“successful individuals from at-risk environments and the strategies they can share to make a
resilience framework particularly compelling” (Kitano & Lewis, 2005).
According to Cavazos et al. (2010), the resiliency framework is made up of the following
factors: goal setting, interpersonal relationships, intrinsic motivation, internal locus of control,
RESILIENCY FACTORS IN HISPANIC STUDENTS
36
and self-efficacy. An example of goal setting is that all the students had academic goals beyond
the baccalaureate level. Interpersonal relationships came into play with the support of the
students’ families. The families had high expectations and encouraged the students to meet these
expectations. Most all the students came from low-income families where they endured
hardships, but all the students described these challenges as game changing. The students gained
intrinsic motivation from their experiences because the challenges caused change. Lastly, most
students described self-efficacy as effort, perseverance, and self-belief. The students felt that
these qualities allowed them to be successful in college.
Henderson, DeCuir-Gunby and Gill (2016) also consider the family unit to be a critical
contributing factor for resiliency. Researchers offer socio-ecological protective factors of
resilience aimed at supporting ethnic minorities. They recommend the need for ties across the
family, school and community systems and the promotion of capacity building to shed light on
their “interdependence in promoting resilience to counteract education disparities” (Henderson et
al., 2016). The socio-ecological systems perspective of resilience reflects the presence of assets
and promotive factors (i.e. resources in the home, school, community) that contribute to positive
adaptation (Henderson et al., 2016). This resilience theory relies on building supportive
relationships across the systems and their role in providing adequate resources and mutual
assistance to transform trajectories for minority children (Henderson et al., 2016).
Limitations in Previous Literature
One of the limitations in resilience literature is the lack of focus on positive outcomes by
investigators who typically do not research persons who escape the cycle of disadvantage and as
a result little is known about these individuals (Garmezy, 1991). Gordon (1996) states that
resilient Hispanic students do not need to have close ties to others, but Hassinger and Plourde
RESILIENCY FACTORS IN HISPANIC STUDENTS
37
(2005) argue for the need of resilient students to have close relationships with others, family, and
teachers. Their study examined this further and measured the level of importance of
relationships in resilient Hispanic student lives and deamed them to be important for resilient
students (Hassinger & Plourde, 2005). In addition, Waxman, Huang, and Padron (1997) state
that variables, like peer-group support, problem-solving skills, and cognitive learning strategies
for students, need to be examined in future studies. Next, Gordon (1996) concluded that school
environment provides a safe and supportive place for students, but she does not discuss the
teacher’s role in a student’s life. The study outcomes pointed to the need to look heavily into the
teacher’s role with resilient elementary Hispanic students (Gordon, 1996).
Swanson and Spencer (1991) suggest that teacher training, recruitment, and retention
need to be addressed and altered, and parent involvement in schools needs to be increased. In
addition, teacher training needs to address the impact teacher expectations have on students to
foster resiliency (Swanson & Spencer, 1991). The research study concluded that “although
research on classroom learning environments has made significant progress over the past several
decades, there are still areas that need further investigation” (Waxman et al., 1997, p. 350).
Identified in the research was the lack of qualitative and quantitative data using multiple
measures or indicators of teacher perceptions and the awareness they have for creating
classrooms suited to promote resilient students (Waxman et al., 1997). Waxman, Gray, and
Padron (2003) further support the lack of and need for mixed method approaches to examining
educational resiliency that focus on teacher self-report data, along with administrator, and
student interview data to supplement survey data. Researcher outlined the lack of studies
investigating indicators of resiliency to see what processes can promote protective mechanisms
in the classroom learning environments (Waxman et al., 2003).
RESILIENCY FACTORS IN HISPANIC STUDENTS
38
Resilience is one important factor that has been documented in studies to be positively
associated with Hispanic students’ academic achievement. However, more research is needed to
explore the potential benefits in order to replicate the factors that foster educational resilience for
other Hispanic students. Resilience-building efforts in schools in which the school environment
is structured is a way to strengthen resilience (Brooks, 2006). Using schools to enhance
resilience builds developmental assets directly linked with greater academic achievement and
lower rates of school dropout (Benson, 2002). Cultivating positive environmental contexts
within schools can counteract risks in children’s lives (Benard, 1991; Benson, 2002). Having the
knowledge and understanding that resilience cannot be developed by sheer willpower within the
at-risk student rather it needs to be developed through the interactions within the school
environment, is an area of need in research (Brooks, 2006). This study aims to investigate the
interactions within the school classroom learning environments of resilient elementary Hispanic
students to shed valuable insight on the topic and contribute to existing literature.
RESILIENCY FACTORS IN HISPANIC STUDENTS
39
CHAPTER THREE: METHODOLOGY
Introduction
This chapter includes a brief summary of the problem, purpose, and research questions
that were addressed in this study. In addition, this chapter examines an overview of the study
that includes participant selection, methodology, instrumentation/protocols, procedures for data
collection, data analysis methods, validity, and reliability. Lastly, this chapter concludes with the
research methodology and a preview of chapters four and five.
Statement of Problem
America’s educational system is constantly adjusting to accommodate the growing
number and wide variety of ethnicities yet Hispanic students are most at-risk with 50% of them
leaving school prior to graduation (Hassinger & Plourde, 2005). These statistics are problematic
and it is vital to our country and our education system that Hispanic students develop resiliency
factors in elementary school. We can no longer allow 27% of Hispanic students to dropout of
school before graduating high school (NCES, 2003). Our schools need to equip Hispanic
students with self-concept, motivation, and a positive school environment (Gordon, 1996).
Purpose of Study
This study seeks to identify the resiliency factors that foster academic success in
elementary minority Hispanic students in Orange County. In spite of repeated failure and
academic challenges, some Hispanic students rise above adversity and become successful
(Hassinger & Plourde, 2005). Waxman, Gray and Padron (2003) confirm that while research
emphasizes skills, opportunities, and relationships promote resiliency in schools, only a few
studies have actually examined resiliency in schools. These researchers go on to explain that
most of the research is limited with its focus on comparing resilient verses non-resilient students
RESILIENCY FACTORS IN HISPANIC STUDENTS
40
within the context of family and individual characteristics. The goal of this study is to build
upon the existing knowledge base and expand it to include classroom processes that have been
identified to foster resilience in an effort to recreate these factors for Hispanic elementary
students. Of special interest are the protective factors found in school environments that
contribute to successful school outcomes. Protective factors are processes or characteristics that
help buffer the effect of risk factors and counter the adverse outcomes (Kazdin, Kraemer,
Kessler, Kupler, & Offord, 1997).
Research Questions:
The following research questions were used to guide this study:
1. What strategies do elementary teachers believe resilient Hispanic students utilize to
excel academically?
2. What formal or informal factors do Hispanic students in elementary schools
experience to develop resiliency to excel academically?
3. According to elementary teachers, what common preconditions exist for resilient
Hispanic students?
4. What classroom learning environments promote the resiliency in Hispanic students
in elementary schools?
Selection of the Population
The researcher will interview and survey second and third grade teachers in Orange
County to better understand resiliency factors that foster academic success in elementary
minority Hispanic students. Identifying these resiliency factors from the interviews and surveys
will support Hispanic students throughout their educational journey to navigate and pursue the
highest form of academic accolades.
RESILIENCY FACTORS IN HISPANIC STUDENTS
41
Participants in this study were 39 second and third grade teachers teaching in Orange
County public schools during the year 2018-2019 school year. Table 1 displays the survey and
interview criteria for the participants.
Table 1
Survey and Interview Selection Criteria of Second and Third Grade Teachers
Survey Interview
Years of experience: 2 years or more Years of experience: 2 years or more
Serving in public school district with student
population from 2,500 to 70,000
Serving in public school district with student
population from 2,500 to 70,000
Serving in Orange County, California Serving in Orange County, California
To conduct this study, the researcher used typical purposeful sampling because the
researcher wanted to interview and survey elementary teachers from public school districts. The
second and third grade teachers were chosen precisely because of their special experience and
competence (Merriam & Tisdell, 2016). The researcher used a mix of more and less structured
questions (Merriam & Tisdell, 2016).
Design Summary
For this study, the researcher conducted a qualitative and quantitative research study so
that the researcher could interact with the participants in their natural setting to interpret how the
participants made sense of their Hispanic students and their experiences (Merriam & Tisdell,
2016). Furthermore, the mixed method approach was conducted to enable the researcher to
produce results and support evidence to verify the research questions (Maxwell, 2013).
RESILIENCY FACTORS IN HISPANIC STUDENTS
42
The researcher based the study’s design on Merriam’s (2009) and Creswell’s (2014) steps
for conducting a research study. Chapter one focused on the research problem and purpose of
the study. Chapter two reviewed the literature on Hispanic student resiliency. Chapter three
focused on how the data would be collected, and chapters four and five explained the analysis,
interpretation, and reporting of the data.
Methodology
The methodology included quantitative data from surveys using a questionnaire and
qualitative data from open-ended interview questions that were asked of second and third grade
teachers in Orange County elementary schools. The researcher used a semi-structured interview
protocol so that the interviews were less structured. This allowed the interviewer to utilize the
questions with flexibility depending upon how the interviewees responded (Merriam & Tisdell,
2016). In addition to understanding the resiliency factors that foster academic success in
elementary Hispanic students, it was necessary to interview and survey teachers to understand
how they used strategies to foster and create learning environments to promote resilience.
Further, teachers were interviewed and surveyed to understand the influence of formal and
informal factors they believe influence the development of academic resilience in Hispanic
students. The researcher also wanted to gain insight about the preconditions teachers believe
exist to influence resilience in students. All four research questions utilized qualitative and
quantitative designs and were addressed in both the interview and survey questions. A mixed
method approach was used to ensure that there was internal validity in the research study as well
as consistency of findings. Triangulation of data gathered from the survey, interview, and the
literature review was used as a checks and balances measure to see if methods with different
strengths and limitations all support a single conclusion (Maxwell, 2013; Creswell, 2014).
RESILIENCY FACTORS IN HISPANIC STUDENTS
43
Moreover, Culturally Relevant Teaching Theory was used to connect the findings with a larger
research-based perspective and capitalize on the explanation of respondent’s responses. The
interview questions are what you ask people to gain that understanding (Maxwell, 2013).
Instrumentation and Protocols
Qualitative Instrument
The qualitative data was gathered via interviews, and the interview questions were
designed to ensure they directly linked to the research questions. The interview protocol
consisted of 26 questions (see Appendix A). As a part of the 26 questions, there were additional
follow-up questions in numbers 10 through 13 and 22 through 25. Probes or follow-up questions
were valuable to the interview process to seek more information, obtain clarification and
elaboration (Merriam & Tisdell, 2016). Questions 19 and 20 are devil’s advocate questions
where the respondent was challenged to consider an opposing view and the interviewer had to
draw upon the respondents’ opinions and feelings (Merriam & Tisdell, 2016). The researcher
conducted face-to face interviews to capture detailed and descriptive data. The interviews
conducted were open-ended, semi-structured, taped and interview notes were taken during the
process (Creswell, 2014).
Quantitative Instrument
The quantitative data gathered for this study was a conducted using a survey. The survey
consisted of two parts with a total of six questions (see Appendix B). The first part of the survey
asked general demographic questions about gender, age, and years of teaching experience. The
second part of the survey are questions focused on the four research questions. The four
questions in the survey were written using a Likert-type scale to rank the respondent’s degree of
agreement on a continuum, “strongly disagree”, “disagree”, “neutral”, “agree”, and “strongly
RESILIENCY FACTORS IN HISPANIC STUDENTS
44
agree”. SurveyMonkey was the survey instrument used and was made available to 90 teachers
public school teachers working with Hispanic students in Orange County, California. The
survey design provided the researcher with a numeric description of the trends, attitudes and
opinions of teachers who work with Hispanic students (Creswell, 2014). From sample results,
the researcher can generalize or make inferences for the population (Creswell, 2014).
Data Collection
Data collection steps for this study followed Creswell’s (2014) and Merriam and Tisdell’s
(2016) methods of conducting research: (a) identify individual and site, (b) work to gain access
and establish relationship, (c) sample purposely, (d) gather data and record information, (f) find
solutions for field issues, and (g) securely store data. To collect the quantitative data, online
surveys were emailed out to 90 second and third grade public school teachers in Orange County,
California. An introduction letter accompanied the survey and stated the purpose of the study
(see Appendix C). A total of 39 surveys were completed by the teachers.
Interviews with second and third grade teachers were conducted to collect qualitative
data. In order to best answer the research questions and address the purpose of the study, the
researcher used typical purposeful sampling to find interview participants that met the selection
criteria. Merriam and Tisdell (2016) state that researchers observe people to find out what
cannot be directly observed.
All interviewees were asked a month in advance as to what day and time would be
convenient for them. Bogden and Biklen (2007) state the importance of providing enough notice
to the interviewees to ensure their comfort level with the interview process (Bogden & Biklen,
2007). Lastly, the researcher informed the participants that the interviews would be tape
recorded and the researcher would be taking notes during the interview. To begin each
RESILIENCY FACTORS IN HISPANIC STUDENTS
45
interview, the researcher asked the participants if they minded being tape recorded during the
interview. All interviewees should be asked this question to ensure their comfort level during the
interview process (Bogden & Biklen, 2007). All interviews lasted approximately 45 minutes
each. When needed, follow-up phone calls were placed to clarify any key information needed to
target the research questions. The researcher transcribed and reviewed each interview.
Data Analysis
In this study, the researcher used a mixed-method approach incorporating quantitative
data from the surveys and qualitative data from the interviews. All questions within the surveys
and interviews directly aligned to the study’s research questions. As a result, the research
questions guided the data analysis for this study.
Once the data was collected from all the surveys and interviews, the researcher wrote two
reports documenting the findings from the qualitative and quantitative data sources. Responses
from all interviews and surveys were transcribed and coded. According to Merriam and Tisdell
(2016), coding assigns shorthand designations to different aspects of the data for easy retrieval.
Data analysis involves consolidating, reducing, and interpreting what participants have said and
what the researcher has seen and read (Merriam & Tisdell, 2016). In addition to qualitative
interviews and quantitative surveys, the researcher used triangulation (see Figure 1) to increase
credibility or internal validity for the study (Merriam & Tisdell, 2016). Culturally relevant
pedagogy was applied to this study as a method of bridging the findings to larger perspectives.
Figure 1. Triangulation of the Data.
RESILIENCY FACTORS IN HISPANIC STUDENTS
46
Validity and Reliability
Throughout the entire study, the researcher made every effort to question the validity of
biases and fact check for reliability. Validity consists of the researcher conceptualizing threats
and strategies to use to discover if the actual research situation is plausible (Maxwell, 2013).
The researcher used the following strategies to ensure validity and reliability: triangulation,
member checks, adequate engagement in data collection, researcher’s position, peer review, and
audit trail (Merriam & Tisdell, 2016).
Summary
In this study, the researcher used a mixed-method approach; quantitative data from
surveys and qualitative data from interviews. The data collected from the second and third grade
RESILIENCY FACTORS IN HISPANIC STUDENTS
47
public school teachers in Orange County, California were transcribed, coded, and analyzed to
target the study’s four research questions: strategies of resilient Hispanic students, formal or
informal factors developed by resilient Hispanic students, common preconditions of resilient
Hispanic students, and the context of classroom learning environments that promotes resilience
in Hispanic students. The findings will be presented in chapter four, with a discussion of the
outcomes in chapter five.
RESILIENCY FACTORS IN HISPANIC STUDENTS
48
CHAPTER 4: FINDINGS
Introduction
Chapter four presents an analysis of the data collection from the study that aimed to
identify the resiliency factors viewed by teachers that foster academic success in elementary
minority Hispanic students in Orange County schools. The research findings have the potential
to assist current and aspiring teachers with strategies to support the academic achievement of
Hispanic students. Additionally, this study will contribute to the existing knowledge base and
expand to include classroom processes that have been identified to foster resilience in an effort to
recreate these factors for Hispanic elementary students. Of special interest were the protective
factors found in school environments that contribute to successful school outcomes. The
research attempted to answer four key questions used to guide this study.
Research Questions:
1. What strategies do elementary teachers believe resilient Hispanic students utilize to
excel academically?
2. What formal or informal factors do Hispanic students in elementary schools
experience to develop resiliency to excel academically?
3. According to elementary teachers, what common preconditions exist for resilient
Hispanic students?
4. What classroom learning environments promote the resiliency in Hispanic students in
elementary schools?
The researchers gathered quantitative and qualitative data for a mixed methods approach.
Quantitative data was collected from an online survey questionnaire through SurveyMonkey.
The questionnaire contained 43 questions that consisted of teachers’ professional background
RESILIENCY FACTORS IN HISPANIC STUDENTS
49
and experiences working with Hispanic students in their classrooms. 39 second and third grade
teachers were surveyed from Orange County public school districts with student populations
ranging from 2,500 to 70,000 students. The teachers must have taught for a minimum of two
years. 39 out of 90 surveys were answered using the electronic questionnaire, providing a
response rate of 43.3%.
Response Rate
As the result of the design criteria utilized for this study, 39 second and third grade
teachers in Orange County schools participated in the quantitative survey. The survey was
distributed through Survey Monkey (an online survey tool) to 39 teachers in Orange County who
had at least two years of teaching experience and teach second and third grade Hispanic students.
Table 2 indicates that of the 90 potential participants, 39 elected to participate. This result
yielded a response rate of 43.3% of teachers, which satisfied the goal of the researcher- a
response rate of 40% or greater based on the average return rate for a survey conducted through
email (Dillman, 2000).
Table 2
Quantitative Survey: Response Rate
Measure No. Invited to Participate No. Participated % Participated
Teachers 90 39 43.3
Qualitative data was gathered using one-on-one interviews with 5 second and third grade
teachers in Orange County public schools with the same criteria as the teachers that were
surveyed. Of the seven respondents who elected to participate in the quantitative survey, five
teachers were selected by the researcher to participate in the qualitative interview. Interview
RESILIENCY FACTORS IN HISPANIC STUDENTS
50
respondents were selected based on proximity to the researcher and the participant availability
for an interview. The five teachers who were interviewed are referred to as Teacher A-E. The
researcher made sure that the confidentiality of each teacher was preserved throughout the entire
interview process. A semi-structured interview approach was used to obtain this research. The
interview protocol consisted of 26 questions that allowed the researcher the flexibility to probe
and ask additional follow-up questions as needed. The interview protocol that was established
captured the behaviors and feelings that could not be observed (Merriam, 2009).
The data was then interpreted and analyzed using the process of triangulation where
multiple sources of information were applied to support the findings. All of the data collected
was maintained and protected for participant confidentiality.
Quantitative Demographic Data
Table 3 displays the gender of the 39 teachers who participated in the quantitative survey.
Of the 39 teachers that responded to the online survey, 97% were female and 3% declined to
state gender.
Table 3
Quantitative Survey: Teacher Gender
Measure Male Female Declined Total
No. of 2nd
Grade Teachers
0 20 0 20
No. of 3rd Grade
Teachers
0 18 1 19
% of Teachers 0 97 3 100
RESILIENCY FACTORS IN HISPANIC STUDENTS
51
Research has shown that the race/ethnicity of teachers is predominately White. More
than 80 percent of the bachelor’s degrees in education awarded during the 2009-10 school year
were to non-Latino white students, according to a recent study (AACTE, 2019). Table 4 reports
the ethnic breakdown of the 39 second and third grade teachers who participated in the
quantitative survey. Teachers surveyed were 10% Asian, 8% Hispanic, 72% White, and 10%
two races or more.
Table 4
Quantitative Survey: Teacher Ethnicity
Measure Asian Hispanic/
Latino
White Two or More Total
No. 2nd
Grade of
Teachers
1 2 14 3 20
No. of 3rd
Grade
Teachers
3 1 14 1 19
% of
Teachers
10 8 72 10 100
Table 5 shows the distribution of teachers by age, segmented into bands of 10 years. Of
the 39 second and third grade teachers surveyed, 5% were 29 or under, 10% were 30-39, 46%
were 40-49, and 39% were 50-59.
Table 5
Quantitative Survey: Teacher Age
Measure 29 or under 30-39 40-49 50-59 60-69 Total
No. 2nd
Grade of
Teachers
2 2 8 8 0 20
RESILIENCY FACTORS IN HISPANIC STUDENTS
52
No. of 3rd
Grade
Teachers
0 2 10 7 0 19
% of
Teachers
5 10 46 39 0 100
Table 6 represents the highest level of education by the 39 teachers who participated in
the quantitative survey. 21% of teachers interviewed earned bachelor’s degrees and 79% earned
master’s degrees.
Table 6
Quantitative Survey: Highest Degree Earned
Measure Bachelor’s
Degree
Master’s
Degree
Doctoral
Degree
Other
ProfessionalD
egree
Total
No. 2nd
Grade of
Teachers
6 14 0 0 20
No. of 3rd
Grade
Teachers
2 17 0 0 19
% of
Teachers
21 79 0 0 100
Table 7 displays the distribution of years of experience as a teacher, reported by the 39
respondents. Interestingly, most of teachers (44%) surveyed have taught between 21-30 years,
41% of the teachers surveyed have taught between 11-20 years, 10% of the teachers surveyed
have 10 years or less of overall experience, and 5% of teachers surveyed were veteran teachers
with 31 years or more experience.
Table 7
RESILIENCY FACTORS IN HISPANIC STUDENTS
53
Quantitative Survey: Overall Teacher Experience
Measure 2-10 years 11-20 years 21-30 years 31 or more
years
Total
No. 2nd
Grade of
Teachers
3 10 7 0 20
No. of 3rd
Grade
Teachers
1 6 10 2 19
% of
Teachers
10 41 44 5 100
Table 8 indicates the distribution of years of experience as a teacher, reported by the 39
respondents. Most of teachers (49%) surveyed have taught 11-20 years in their current district,
28% of the teachers surveyed have 21-30 years in their district, 18% of the teachers surveyed
have 10 years or less of overall experience, and 5% of teachers surveyed had 31 years or more
experience in the district.
Table 8
Quantitative Survey: Teacher Experience in Current District
Measure 1-10 years 11-20 years 21-30 years 31 or more
years
Total
No. 2nd
Grade of
Teachers
4 13 3 0 20
No. of 3rd
Grade
Teachers
3 6 8 2 19
% of
Teachers
18 49 28 5 100
RESILIENCY FACTORS IN HISPANIC STUDENTS
54
Qualitative Demographic Data
Qualitative data was collected using one-on-one interviews with five teachers in Orange
County schools. Of the 39 teachers who responded to the quantitative survey, five teachers were
selected for the qualitative interviews. Interviewees were chosen based on proximity to
researcher and the participant availability. The five teachers that were interviewed have been
referred to as Teachers A-E. The confidentiality of each teacher was maintained throughout the
entire process.
The interview protocol selected for this study was semi-structured with 26 open ended
questions. The format allowed the interviewer and participant to focus on the allotted time frame
(45 minutes) and allowed for an easier way to analyze data (Creswell, 2014; Patton, 2002).
According to Merriam (2014) interviews are a way to gather data when the researcher is looking
to understand how people interpret the phenomenon or when the behavior cannot be observed.
The format of the semi-structured interview allowed the focus questions to take center stage with
the flexibility to discuss topics that were not originally considered by the researcher. Probes
were interjected to provide an opportunity for authentic and rich details to emerge. The probing
questions allowed the researcher to gain a greater understanding, delve deeper, and get
clarification by facilitating the elaboration of responses related to the research topic.
A mixed-method data approach was used to gather data from surveys and interviews.
The researcher triangulated the data through the use of data to reduce weaknesses found using a
singular study method (Creswell, 2014). Confidentiality was used to ensure the protection of all
data collection.
Table 9 displays the demographic profile for each teacher who participated in the
qualitative interview along with their personal characteristics and school demographics. This
RESILIENCY FACTORS IN HISPANIC STUDENTS
55
information provides insight into the teachers interviewed, snapshots of the schools where they
work, and context to the responses given.
Table 9
Qualitative Interview: Characteristics for Teachers and Schools
Teacher Profile School
A Gender: Female
Ethnicity: White
Yrs. as teacher: 12
Grade level taught: 2nd
Enrollment: 388
% of English Learners: 56.7
B Gender: Female
Ethnicity: Asian
Yrs. as teacher: 15
Grade level taught: 2nd
Enrollment: 526
% of English Learners: 72.4
C Gender: Female
Ethnicity: White
Yrs. as teacher: 28
Grade level taught: 3rd
Enrollment: 526
% of English Learners: 72.4
D Gender: Female
Ethnicity: White
Yrs. as teacher: 30
Grade level taught: 2nd
Enrollment: 674
% of English Learners: 41.5
E Gender: Female
Ethnicity: White
Yrs. as teacher: 15
Grade level taught: 3rd
Enrollment: 710
% of English Learners: 13.5
Of the teachers interviewed, all were female. The ethnic distribution was four White and
one Asian. Overall years of experience ranged from 12-30 years with an average of 20 years
amongst all five.
Research Question 1
What strategies do elementary teachers believe resilient Hispanic students utilize to excel
academically?
RESILIENCY FACTORS IN HISPANIC STUDENTS
56
Table 10 depicts teacher responses to the following statement: Please rate how the
following strategies foster academic resilience in Hispanic students. Teachers were asked to
indicate level of agreement using a Likert-type scale in which 1 indicates strongly disagree, 2
indicates disagree, 3 indicates neutral, 4 indicates agree, and 5 indicates strongly agree.
Table 10
Teacher Rating of Strategies that Foster Resilience in Hispanic Students
Strategy Strongly
Disagree
(1)
Disagree
(2)
Neutral
(3)
Agree
(4)
Strongly
Agree
(5)
Response
Mean
Total
Positive peer
interactions
2 0 1 11 25 4.46 39
Positive parent
community
interactions
2 1 3 10 23 4.31 39
Extra-curricular
activities
1 0 8 17 13 4.05 39
Support teams
for at-risk
students
1 0 1 10 27 4.59 39
Mentors 1 0 2 12 24 4.49 39
The response mean range for all categories within this item was 4.05-4.49. “Support
teams for at-risk students” was rated most favorably (4.59), followed by “mentors” (4.49), and
“extra curricular activities” received the lowest response mean (4.05).
Support Teams for At-Risk Students
“Support teams for at-risk students” was indicated as a strategy for three of the five
teachers that were interviewed. The teachers stated that at-risk Hispanic students grow
academically by working in small groups. The following were reported by three teachers:
RESILIENCY FACTORS IN HISPANIC STUDENTS
57
Teacher A stated, “[Students] are offered a lot of intervention, a lot of one-on-one small
group instruction where teachers are teaching modified curriculum, modified spelling words, or
reading passages.” Teacher C said, “I try to meet [students] at their level and move them
forward. Whether I use incentives, small groups, one on one time, or encouragement- I make a
big deal about success.” Teacher E explained:
Not only do we [teachers] give directions orally to the students, we'll actually walk them
through something on the document camera or be at their desk redirecting. Also, if
they're new to the country or have very little language, we use picture cards. We do as
much as we can to bring an experience to them that maybe they've never had; or maybe
that they have had, but they don't know the language for it. I can show [students] a little
video, show them a picture, tell a story that they can relate to and better understand it in
their native language, then that can help them with learning English.
The above three teachers discussed the specific strategies used in their classrooms to
assist at-risk Hispanic students, but none of the five teachers talked about a team of educators
working to assist these students. The “support team” seemed to be made-up of only the
classroom teacher. Intervention can seem to be a very daunting task for the classroom teachers
when they are expected to have all the solutions for their students’ academic struggles.
Positive Parent Community Interactions
“Positive parent community interactions” was indicated as a strategy for four of the five
teachers that were interviewed. The teachers stated that they felt that Hispanic students come
from loving families. The following were reported by four teachers:
Teacher B stated, “I've seen families, different brothers and sisters, and the closeness of
the family unit, and they have cousins that they're really close with, so it just feels like
RESILIENCY FACTORS IN HISPANIC STUDENTS
58
everybody's friends at our school.” Teacher C: [Students’] parents want them to do well. If they
have positive parents and positive family support structures at home, [students] tend to carry that
into the classroom. Teacher D explained:
[Students] do seem to have a good family and I see that in a student that does do well.
[Hispanic families] eat together. The parents can't come in now, but a few years ago,
they could and lots of Hispanic mamas would come and bring their children lunch, so
mealtime is important. They're very loved and doted over. They're clean and their hair is
beautiful, so they're loved.
Teacher E noted:
Often times, Hispanic families tend to be very respectful. They love the teacher. They
just are lovely to work with usually when you have parent conferences or you see them at
pickup or drop off. They're just always very gracious and respectful, I've found.
Four of the five teachers commented on the positive and respectful family interactions
they have experienced with Hispanic families. Contradictory to the other teachers, Teacher A
stated, “If [students are] not getting support at home, that plays a huge role in the kids' attitude
towards school.” All in all, parents have a big role in how students view their schooling and the
importance of their education.
Research Question 2
What formal or informal factors do Hispanic students in elementary schools experience to
develop resiliency to excel academically?
Table 11 displays the teacher responses to the statement: Please rate how the following
formal and informal factors influence the development of academic resilience in Hispanic
students. Teachers were asked to indicate level of agreement using a Likert-type scale in which
RESILIENCY FACTORS IN HISPANIC STUDENTS
59
1 indicates strongly disagree, 2 indicates disagree, 3 indicates neutral, 4 indicates agree, and 5
indicates strongly agree.
Table 11
Teacher Rating of Formal and Informal Factors that Influence the Development of Academic
Resilience in Hispanic Students
Factor Strongly
Disagree
(1)
Disagree
(2)
Neutral
(3)
Agree
(4)
Strongly
Agree
(5)
Response
Mean
Total
Supportive
relationships
0 0 2 9 28 4.67 39
Family factors 0 0 3 11 25 4.56 39
Student
characteristics
0 0 0 20 19 4.49 39
School factors 0 0 0 20 19 4.49 39
Teacher
expectations
0 0 0 15 24 4.62 39
The response mean range for all factors within this table was 4.49-4.67. “Supportive
relationships” was rated most favorably (4.67), followed by “teacher expectations” (4.62), and
“student characteristics” and “school factors” received the lowest response mean (4.49).
Supportive Relationships
“Supportive relationships” was indicated as a factor for four of the five teachers who
were interviewed. The teachers stated that students were more successful academically when
they had supportive relationships with adults. The following were reported by four teachers:
Teacher A said:
I think knowing that [students] can learn and be successful, even if they don't have the
language. Given opportunities at their level to have success because if they're being
RESILIENCY FACTORS IN HISPANIC STUDENTS
60
successful, then they're going to have, I can't think of the word, the encouragement, that's
not the word, to keep going. They're going to gain confidence and want to learn, and
want to learn or try and do better, and keep going with the learning. They're excited
about it. So I think it's really important for teachers to help foster that and letting them
know that they can be successful and learn.
Teacher B stated, “I think [students] just need to feel understood: that my teacher gets
me, my teacher will help me, and if I need something I know that [my teacher] will be there to
provide that for me. Teacher C said, “All students need a teacher who's encouraging them. And
I think some children more than others really need that bond with a teacher to want to do well.
Teacher D explained:
I think [students] need that knowing and believing that your teacher cares about you,
loves you, and wants you at school every day. Your teacher believes in you. And then
seeing where they are academically and meeting them there. So I think just if they've got
that one person who's sort of their cheerleader, that's going to help them be more resilient
even if it is a teacher and maybe not somebody at home.
Teacher E noted:
My district is really being open to, "No, take the time. Who cares if you don't get through
all the curriculum. It's more important that [teachers] build a relationship [with students];
and what you do get through, [the students] will get more out of it." So I think I've
started taking more time to work on those personal relationships then maybe I would
have in the past.
All five teachers discussed the importance of supportive relationships for all students, not
just Hispanic students. Although the survey question did not specially ask about teachers in a
RESILIENCY FACTORS IN HISPANIC STUDENTS
61
supportive role, all interviewees explained why the role of a positive teacher was vital for all
students. None of the interviewees mentioned the supportive relationships of other caring adults,
friends, or peers for the Hispanic students.
Teacher Expectations
“Teacher expectations” was indicated as a factor for three of the five teachers that were
interviewed. The teachers stated that students grew academically when teacher expectations
were high. The following were reported by three teachers:
Teacher A said:
I refer to growth mindset. That's something our school has recently started and I think
that teaches a lot about being resilient and not giving up. So through the lessons I teach
in class, I would refer back to growth mindset, letting the child know that mistakes are
okay, but they help us learn. So if that's peer support, teacher support, parental support
and learning, whatever it is that they're struggling with- keep going.
Teacher B stated:
I've started every single school year with a growth mindset unit and [students] learn
about our brains and how our brains function and we talk about the different kinds of
feelings you get when you can't accomplish the things you want to, the difference
between something being perceived as difficult or something that's a skill that is hard to
acquire. We talked about how setting small goals will help you achieve the big goal.
Teacher C explained:
At the end of third grade, I try and remind all of my students that they worked really hard,
that your goal is to go to college. Because that is just a personal philosophy of mine, that
if [teachers] encourage children to shoot for the moon or shoot for the stars, if the worst
RESILIENCY FACTORS IN HISPANIC STUDENTS
62
they do is land on the moon, they've made a lot of growth. So I'm not saying that all
children should go to college, I'm saying if they shoot for that, and that's in their head
there, then I'm hoping to encourage them to strive for something better.
Shockingly, only three of the five teachers discussed teacher expectations for the
Hispanic students. Two of the interviewees use growth mindset approaches with their students
and one teaches her students goal setting strategies. Although “teacher expectations” rated high
on the survey, it was not mentioned by all teachers in the interviews.
Research Question 3
According to elementary teachers, what common preconditions exist for resilient
Hispanic students?
Table 12 depicts teacher responses to the question: Please rate how the following
preconditions influence the resiliency in Hispanic students. Teachers were asked to indicate
level of agreement using a Likert-type scale in which 1 indicates strongly disagree, 2 indicates
disagree, 3 indicates neutral, 4 indicates agree, and 5 indicates strongly agree.
Table 12
Teacher Rating of Preconditions that Influence the Resiliency in Hispanic Students
Preconditions Strongly
Disagree
(1)
Disagree
(2)
Neutral
(3)
Agree
(4)
Strongly
Agree
(5)
Response
Mean
Total
A positive
relationship with
an adult
0 0 2 11 26 4.62 39
Ability to handle
adversity
0 1 1 13 24 4.54 39
Being good
problem solvers
and learners
0 0 2 14 23 4.54 39
RESILIENCY FACTORS IN HISPANIC STUDENTS
63
Being engaging
to other people
0 0 8 18 13 4.13 39
Having an area
of competence
0 1 2 20 16 4.31 39
Perceived
efficacy
0 0 6 15 18 4.31 39
High
expectations
0 0 2 15 22 4.51 39
Beliefs that life
has meaning
0 0 3 17 19 4.41 39
Goal setting 0 0 2 18 19 4.44 39
Personal agency 0 0 8 20 11 4.08 39
Interpersonal
problem-solving
skills
0 0 2 18 19 4.44 39
Social
competence like
responsiveness
0 0 3 25 11 4.21 39
Autonomy 0 0 5 23 11 4.15 39
Sense of purpose
and future
0 0 2 10 27 4.64 39
The response mean range for all preconditions within this table was 4.13-4.64. “Sense of
purpose and future” was rated most favorably (4.64), followed by “a positive relationship with an
adult” (4.62), and “being engaging to other people” received the lowest response mean (4.13).
Sense of Purpose and Future
“Sense of purpose and future” was indicated as a precondition for four of the five
teachers that were interviewed. The teachers stated that they emphasized the importance of
future plans with their students. The following were reported by four teachers:
Teacher A said:
RESILIENCY FACTORS IN HISPANIC STUDENTS
64
I teach the importance of why [students] shouldn't give up. Talking about jobs and what
they want to do in the future of things that they want to have for their future. If that's like
materialistic things, what are you going to need to buy those things. Obviously it's
money and how are you going to make money? You're going to have to have a job and
the better job you have, the more money you need to make. How are you going to get
those jobs? It's through having an education and whatnot. So just having talks with the
child about their future.
Teacher B stated, “Students learn the skills to be resilient, so that it could become a part
of their natural pathways as they get older. Teacher C said, “I use the language like, ‘What kind
of job are you going to have when you grow up? Do you think your mom's going to be cooking
you meals and paying for you to sleep at her house, or your parents are going to do that?’ I try to
get [students] to look down the future.
Teacher D explained:
I ask [students], “Do you want to grow? Do you want to learn?” Even the difficult
things, like we do iReady now and there's a blue bar that that goes up. I've shown
[students] that blue bar in a very primary level. I said, “We want that blue bar to move,”
not even discussing numbers. I say, "You see that bar? We're looking for that to move,"
and they understand that. They understand growth. I like the computer test for that
reason. I can show them, "Your number increased a little bit. The blue bar moved a little
bit." It's easier to grasp that visual than just, "I think you're reading better."
Four out of five of the teachers shared that they have conversations with their students
about the importance of a strong education for the future. Many of them asked their students
what they want to be when they grow-up.
RESILIENCY FACTORS IN HISPANIC STUDENTS
65
A Positive Relationship with an Adult
“A positive relationship with an adult” was indicated as a precondition for five of the five
teachers that were interviewed. The teachers stated that they emphasized the importance of
future plans with their students. The following were reported by all five teachers:
Teacher A stated, “I definitely think having a teacher showing a student that they care
and that education is important and why it's important, I think can definitely have an impact in
the child's attitude.” Teacher B said, “[Students] need to know that their teacher will be there
working with them as one of their teammates instead of giving them work to do on their own.”
Teacher C explained, “Well, all students need a teacher who's encouraging them. I think
understanding the respective cultures, also, is helpful.” Teacher D said, “The cycle does work,
starting with positive talk. Just fake it until you make it, I guess is a good way to say it. I say,
‘Okay, honey. Here, we're going to do this.’” Teacher E explained:
[The class is] working on relationships. We're working on building that trust with the
students first before we try to teach them anything. Because if we can build that trust,
build those relationships, if they know that we want them here, we're excited to see them,
they're going to be more open to learning. So we're just kind of delving into that, so I'm
super excited.
All five teachers emphasized the importance of teachers being a positive role model for
their students. From caring to positive talk to building relationships, all interviewees felt that
resilient students need to have positive relationships with their teachers.
Research Question 4
What classroom learning environments promote the resiliency in Hispanic students in
elementary schools?
RESILIENCY FACTORS IN HISPANIC STUDENTS
66
Table 13 depicts teacher responses to the question: Please rate the degree to which you
consider the following elements are important in a classroom learning environment to promote
resilience in Hispanic students. Teachers were asked to indicate level of agreement using a
Likert-type scale in which 1 indicates strongly disagree, 2 indicates disagree, 3 indicates neutral,
4 indicates agree, and 5 indicates strongly agree.
Table 13
Teacher Rating of Elements that Are Important In a Classroom Learning Environment To
Promote Resilience in Hispanic Students
Elements Strongly
Disagree
(1)
Disagree
(2)
Neutral
(3)
Agree
(4)
Strongly
Agree
(5)
Response
Mean
Total
Explicit teaching
practices
0 1 1 11 26 4.59 39
Cognitively-
guided
instruction
0 0 1 13 25 4.62 39
Technology-
enriched
instruction
0 3 9 14 13 3.95 39
Cooperative
learning
0 0 2 12 15 3.31 39
Instructional
conversations
0 0 2 11 26 4.62 39
Data-driven
decision making
0 0 7 22 10 4.08 39
Trusting
environments
0 0 1 5 23 3.54 39
Teacher
expectations
0 0 2 6 31 4.74 39
Exercise
responsibility
0 0 1 10 28 4.69 39
RESILIENCY FACTORS IN HISPANIC STUDENTS
67
Make decisions 0 0 3 17 19 4.41 39
Learn from
mistakes and
successes
0 0 1 6 32 4.92 39
Problem solving
of complex-real
life problems
0 0 2 6 31 4.74 39
The response mean range for all elements within this table was 3.31-4.92. “Learn from
mistakes and successes” was rated most favorably (4.92), followed by “teacher expectations” and
“problem solving of complex-real life problems” (4.74), and “cooperative learning” received the
lowest response mean (3.31).
Learn from Mistakes and Successes
“Learn from mistakes and successes” was highly ranked as an element for four of the five
teachers that were interviewed. The teachers stated that they emphasized the importance of
future plans with their students. The following were reported by four teachers:
Teacher A said:
I've had students who have come in speaking zero English, and have been super
motivated and make a ton of growth. I've had a student with the same opportunities who
doesn't have the motivation and he/she doesn’t make the growth.
Teacher B stated:
A resilient student is willing to try and can maintain a positive attitude, even when things
are difficult. Just an all-around student that is willing to help others, is willing to be
helped, for resiliency...that they can persevere and that they stay positive.
Teacher C noted:
RESILIENCY FACTORS IN HISPANIC STUDENTS
68
A resilient student of any ethnicity is a student who will try again, and is willing to work
with you to do something better. Regardless of ethnicity, a child who says, "I can't, I
won't, or I don't," my goal that whole year is to change the attitude to, "I can, later. I will
sooner."
Teacher D explained:
I'm thinking of a student and I have now and he's extremely low, but is extremely diligent
in time. He goes, "Oh, I need to be at this class. Oh, here's my library book." He's just
on top of it. I feel confident that he'll grow. I don't know how much he'll grow, but that
does push you.
Four teachers agree that resilient students have the ability to learn from their mistakes
and successes. Teacher D discussed a Hispanic student that is low academically, but works
really hard and pushes himself to do his best. Teacher C focuses her attention on changing all
her students’ self-talk to growth mindsets.
Problem Solving of Complex-Real Life Problems
“Problem solving of complex-real life problems” was indicated as an element for four of
the five teachers that were interviewed. The teachers discussed the importance of students
having the ability to solve real-life problems. The following were reported by four teachers:
Teacher A said:
For second graders in particular, I find that it's through a conversation that it's more so at
their level I guess that they understand [why education is important to their future]. They
want a car when they get older. Do you want to go to Disneyland when you're older?
Well, you need money to do that. Those types of conversations of why schooling and
learning is important [are had in my classroom].
RESILIENCY FACTORS IN HISPANIC STUDENTS
69
Teacher B stated:
When students finally learn how to ask for help, that's very helpful. So on the flip side,
the students that haven't yet learned how to reach out, they don't know the difference
between not understanding something or maybe if I ask for clarification. I guess that
comes with age, so it's hard for a second grader, but most of my years and experience in
upper grade, when they can figure that out, it really is a world of difference.
Teacher C noted:
Scholastic News [curriculum] is about someone [the students’] own age- it's a great
model for them. Students think, "Oh, I don't have to wait till I'm a grownup to get to
make a positive influence on the world. I can be a positive influence on the world as a
child."
Teacher E explained:
I have a little girl this year from Colombia and she arrived here the fall of last year. She
just has a very strong sense of self and aware with all, and she knows when the people
around her are better at something or when she's struggling. And even though she knows
she's new and she has every reason to think it's hard, she's just tenacious. She doesn't
want to struggle. She wants to do it just as well as everybody else.
Students work hard when they are trying to solve a real-life problem. Teacher B
discussed the importance of students learning to advocate for themselves by asking clarifying
questions. Teacher C about curriculum being relatable and realistic for students. Lastly, Teacher
D discussed the tenacity an immigrant student has to be just like her classmates.
Summary
RESILIENCY FACTORS IN HISPANIC STUDENTS
70
This chapter reported the findings from 39 second and third grade teachers surveyed as
well as five female second and third grade teachers interviewed from Orange County public
schools. The results from this study indicated that second and third grade teachers believe that
Hispanic students need several different factors, strategies, elements, and preconditions to be
resilient in academics. As indicated in the results, the strongest factors for developing resiliency
in primary students are support teams, supportive relationships, a sense of purpose and future,
and the ability to learn from mistakes and successes. The finding aligns closely with Rivera and
Waxman’s research (2011) stating resilient children characteristics are: (a) having a positive
relationship with an adult, (b) being good problem solvers and learners, and (c) being engaging
to other people.
Furthermore, the teachers in the surveys and interviews reported that teacher expectations
was a strong factor to incorporate when building the resiliency of a Hispanic student’s academic
success. These findings authenticate Brooks’ (2006) research in that it is especially important to
hold high expectations for at-risk students since “high expectations convey the message that
students can succeed”. The resiliency framework is made up of the following factors: goal
setting, interpersonal relationships, intrinsic motivation, internal locus of control, and self-
efficacy (Cavazos et al., 2010). Two of the five factors on the resiliency framework, goal setting
and interpersonal relationships, were ranked well above average on the survey findings.
However, all five factors on the resiliency framework were discussed in all five teacher
interviews. All in all, the ability to learn from mistakes and successes earned the highest
response mean on 4.92 on the survey and supportive relationships was the one theme that all
interviewees emphasized in the interviews.
RESILIENCY FACTORS IN HISPANIC STUDENTS
71
Chapter five will be a discussion of the research, further conclusions and implications of
the research. Finally, recommendations for future research will be reported.
RESILIENCY FACTORS IN HISPANIC STUDENTS
72
CHAPTER 5: CONCLUSIONS AND IMPLICATIONS
Introduction
Today, Hispanics are the largest and fastest growing group of minority students
(Hassinger & Plourde, 2005). Projections state that by the year 2026, the United States will have
the exact inverse of student representation as we knew in 1990; in 1990 Whites made up 70% of
our K-12 enrollment, however, Hispanics students will make up 70% in 2026 (Garcia, 2001).
Unfortunately, Hispanic student typically do not participate in school readiness programs which
causes them to be at a disadvantage in elementary school (Hassinger & Plourde, 2005). Many
Hispanic students start school already at-risk of retention and have to play catch-up for the
remainder of schooling (Willson and Hughes, 2006). Hispanic students are more likely to be
retained in a grade level than are White students and have the highest rate of non-school
completion of all minority groups (NCES, 2003).
Some of the resiliency factors viewed by teachers that foster academic success in
Hispanic students are positive interpersonal relationships, like high expectations from family
members and teachers, and individual factors. Individual factors consist of high self-efficacy,
goal setting, intrinsic motivation, and an internal locus of control (McMillan & Reed, 1994).
Resilient children characteristics are: (a) having a positive relationship with an adult, (b) being
good problem solvers and learners, (c) being engaging to other people, and (d) having an area of
competence and perceived efficacy (Rivera & Waxman, 2011). Teacher factors referred to the
teachers setting high expectations for the students and being a good person for the students to
talk with (Hassinger & Plourde, 2005).
Purpose of the Study
RESILIENCY FACTORS IN HISPANIC STUDENTS
73
This study sought to identify the resiliency factors that foster academic success in
elementary minority Hispanic students in Orange County. In spite of repeated failure and
academic challenges, some Hispanic students rise above adversity and become successful
(Hassinger & Plourde, 2005). Waxman, Gray and Padron (2003) confirm that emphasized skills,
opportunities, and relationships promote resiliency in schools, only a few studies have actually
examined resiliency in schools. These researchers go on to explain that most of the research is
limited with its focus on comparing resilient verses non-resilient students within the context of
family and individual characteristics (Waxman, Gray & Padron, 2003). The goal of this study
was to build upon the existing knowledge base and expand it to include classroom processes that
have been identified to foster resilience in an effort to recreate these factors for Hispanic
elementary students. Of special interest are the protective factors found in school environments
that contribute to successful school outcomes. Protective factors are processes or characteristics
that help buffer the effect of risk factors and counter the adverse outcomes (Kazdin, Kraemer,
Kessler, Kupler, & Offord, 1997).
Research Questions
The following research questions were used to guide this study:
1. What strategies do elementary teachers believe resilient Hispanic students utilize to
excel academically?
2. What formal or informal factors do Hispanic students in elementary schools
experience to develop resiliency to excel academically?
3. According to elementary teachers, what common preconditions exist for resilient
Hispanic students?
RESILIENCY FACTORS IN HISPANIC STUDENTS
74
4. What classroom learning environments promote the resiliency of Hispanic students in
elementary schools?
Methodology
A mixed-method approach was conducted for this study. Quantitative data was collected
from a survey that was distributed to 39 second and third grade elementary teachers in southern
California public school districts serving student populations ranging from 2,500 to 70,000.
Qualitative data was retrieved from five female second and third grade teacher who were
interviewed. A semi-structured approach was used during the interviews, which contained 26
questions on the interview protocol. All of the data was interpreted and analyzed using the
process of triangulation where various sources of information were used to support the findings.
Results and Findings
The findings in this study were based on the data that was collected and analyzed. This
section will interpret the combined results of the quantitative and qualitative data and link the
findings back to the literature.
Research Question #1: What strategies do elementary teachers believe resilient
Hispanic students utilize to excel academically?
Support Teams for At-Risk Students
According to teachers, the strongest strategy that resilient Hispanic students utilized in
elementary school was a supportive team of caring individuals. From educators to family
members, resilient Hispanic students thrived academically when they were surrounded by people
who loved them and supported for their success.
Research has continued to support the positive role of educators in a student’s academic
success. Hassinger and Plourde (2005) state that students need a supportive relationship with at
RESILIENCY FACTORS IN HISPANIC STUDENTS
75
least one person who shows them compassion in order for the student to obtain academic
success. Similarly, Waxman, Huang, Anderson and Weinstein (1997) stated that the amount and
quality of interactions between teacher and student made a difference in promoting academic
success.
In addition, strong familial bonds for resilient Hispanic students leads to academic
success. Howard and Johnson (2000) concluded from their study that students and teachers felt
the family played a very important role in promoting resilient behavior for students. Hassinger
and Plourde (2005) revealed how most Hispanic resilient children had the opportunity to
establish a close bond with at least one caregiver who offered support and attention.
Positive Parent Community Interactions
Another strong strategy that resilient Hispanic students employed in elementary school to
excel academically was positive parent community involvement. When Hispanic families make
education a priority, their children learn the value of academic success. According to Brooks
(2006), educators can strengthen the resilience of students by developing social competence,
communicating high expectations for students’ academic and social performance, increasing
opportunities for meaningful participation of students in the school environment, and creating
partnerships with families and community resources.
Research Question #2: What formal or informal factors do Hispanic students in
elementary schools experience to develop resiliency to excel academically?
Supportive Relationships
The strongest factor that resilient Hispanic students developed in elementary school to
excel academically was building supportive relationships. When students have a caring adult in
their life, they will strive to do better. Hattie (2009) found that children excel academically when
RESILIENCY FACTORS IN HISPANIC STUDENTS
76
parents have high educational hopes and expectations. McMillan and Reed (1994) stated that
positive interpersonal relationships, like high expectations from family members, and individual
factors, like high self-efficacy, goal setting, intrinsic motivation, and an internal locus of control,
play a role in developing resiliency.
Teacher Expectations
The next strongest factor that resilient Hispanic students experienced in elementary
school to excel academically was high teacher expectations. All teachers must hold all students
to high levels of expectancy. According to Hassinger and Plourde (2005), teachers need to set
high expectations for students and be a good person for the students to talk to. High
expectations contribute to academic achievement and improved behaviors among students,
however on the other hand, when expectations are lowered for less-talented students, those
students are likely to lose confidence in their ability to succeed in school (Brooks, 2006).
Research Question #3: According to elementary teachers, what common
preconditions exist for resilient Hispanic students?
Sense of Purpose and Future
The most common precondition that resilient Hispanic students exhibited in elementary
school to excel academically was a sense of purpose and future. When students have a goal to
work towards, they are more likely to stay focused on their future endeavors. Personal
characteristics for resilient children include high expectations, beliefs that life has meaning, goal
direction, personal agency, interpersonal problem-solving skills, social competence like
responsiveness, autonomy, and a sense of purpose and future (Rivera & Waxman, 2011).
Resilient students have specific and high-level goals regarding their academic future (McMillan
& Reed, 1994).
RESILIENCY FACTORS IN HISPANIC STUDENTS
77
A Positive Relationship with an Adult
Another common precondition that resilient Hispanic had in elementary school to excel
academically was a positive relationship with an adult. When teachers take the time to build
relationships with students, the students work hard to succeed. Hattie (2009) claimed that
teachers saw the positive influence on student achievement when they learned to facilitate
student development by demonstrating care and empathy for each student. One of the reasons
culturally relevant pedagogy was designed was to promote a shared vision through enhanced
relationships with students (Johnson & Fargo, 2014).
Research Question #4: What classroom learning environments promote the
resiliency of Hispanic students in elementary schools?
Learn from Mistakes and Successes
A student’s ability to learn from mistakes and successes was the strongest factor in a
classroom environment that could teach resiliency to Hispanic students in elementary school.
Students must learn from all life lessons: positive and negative. Waxman et al (2003) shared the
roles teachers play in developing resilience by creating trusting environments whereby students
have the opportunity to exercise responsibility, make decisions, and learn from their mistakes
and successes. Resilient students exhibit high self-efficacy because they believe that they will
successfully complete tasks that they set out to accomplish (McMillan & Reed, 1994).
Problem-Solving of Complex-Real Life Problems
Problem-solving complex-real life problems was the next strongest factor in a classroom
environment that could teach resiliency to Hispanic students in elementary school. Students
thrive academically when they are faced with real-life problems to tackle. Rivera and Waxman
(2011) state that a resilient child is one who is a good problem solver and learner. Wang,
RESILIENCY FACTORS IN HISPANIC STUDENTS
78
Haertel, and Walberg (1998) further elaborate on the importance of offering rich, rigorous,
learner-centered curriculum and experiences with problem-solving of complex, real-life
problems as contributing factors to the promotion of educational resilience.
Implications of the Study
This study contributes to research regarding factors teachers need to consider in their
practice to build academic resiliency in Hispanic students. Findings from this study, aligned
with research, further suggest implications for teaching strategies that will support increasing the
academic achievement of Hispanic students.
In addition to the four research questions that guided the study, the five interviews that
were conducted provided additional information that offered the researchers further
recommendations and advice who are working to build resiliency in Hispanic students.
Importance of Relationships
The importance of relationships was a significant theme that emerged from the survey
and interview responses. The teachers interviewed emphasized the importance of positive
relationships both with students and their families. Waxman, Huang, Anderson and Weinstein
(1997) supported this finding when they examined effective classroom processes in urban
schools and identified several important findings. These researchers echoed that the amount and
quality of interactions between teacher and student made a difference in promoting academic
success (Waxman, Huang, Anderson & Weinstein, 1997). In addition to teacher-student
relationships, it is important for teachers to acknowledge the power of the familial relationship
for students. According to Robertson et al. (1998), family as social support may be an especially
important variable to examine for Hispanic students. Robertson et al. (1998) suggest that for
RESILIENCY FACTORS IN HISPANIC STUDENTS
79
Hispanic students, parents, siblings and other extended family members serve as a significant
source of social support to influence resiliency in youth.
Teacher Expectations
Teacher expectations was also a significant theme that emerged from the survey and
interview responses. All students succeed when teachers hold high expectations for them. High
expectations for at-risk students “convey the message that students can succeed” (Brooks, 2006,
p.71). Furthermore, Hattie and Yates (2009) state that when teachers establish positive
relationships with students, students benefit from trust and affection.
Recommendations for Future Research
This study surveyed 39 second and third grade elementary teachers and interviewed five
female second and third grade elementary teachers in Orange County California public school
districts. Findings from this study revealed additional areas that need to be further explored. The
following are recommendations for future research:
1. Further explore classroom processes that have been identified to foster resilience
in an effort to recreate these factors for Hispanic elementary students.
2. Expand the research on the protective factors found in school environments that
contribute to successful school outcomes for Hispanic students.
3. Strengthen the research in schools to assess what programs and resources are
available to support and prepare Hispanic students to achieve.
4. Investigate ongoing culturally responsive teaching professional development
opportunities for teachers.
5. Further research the connection between underachievement of Hispanic students
and the impact of relationships and teacher expectations.
RESILIENCY FACTORS IN HISPANIC STUDENTS
80
6. Study teacher preparation programs in colleges and universities to assess what
training is provided for aspiring teachers to effectively support the growing
population of Hispanic students.
Concluding Remarks
This study has demonstrated that although the number of Hispanic students is increasing
at a high rate, academic achievement performance is not increasing for this population. Hispanic
students continue to face challenges that impede them from reaching optimal academic results.
Throughout this study, teacher’s perceptions of challenges Hispanic students face were explored
as well as successful strategies they utilized to teach.
Some of the key lessons learned from the 39 teachers surveyed as well as the five teacher
interviewed were that it is critical for teachers working with Hispanic students to be aware of the
central factors that influence academic resiliency. In knowing the factors that promote or hinder
academic performance, teachers can respond and plan effectively to foster academic success in
elementary minority Hispanic students in Orange County. The importance of positive
relationships was key in to student academic success. Research emphasized the importance of
student-teacher relationships and student-family relationships. Rivera and Waxman (2011) state
that resilient children have at least one positive relationship with an adult. Teachers also need to
know that students can bond with other school staff to build positive relationships as well. Next,
teacher expectations are another important factor for student success. Teachers must set high
expectations for all students. Teacher expectations are an important factor contributing to
students getting a sense that teachers were approachable, caring and gave effective feedback
coupled with adequate use of praise (Hassinger & Plourde, 2005).
RESILIENCY FACTORS IN HISPANIC STUDENTS
81
It is imperative that teachers understand that resiliency can be taught and fostered in
students. Even though students come to school with different backgrounds and influences,
teachers play a large role in student success. It is important that teachers build positive
relationships with students and their families. Even if a student lacks a strong familial tie,
teachers can be the one caring adult in a student’s life. In addition, teachers must hold all
students to high academic expectations. By doing so, students feel valued and appreciated.
Therefore, the students will work hard to meet the expectations.
RESILIENCY FACTORS IN HISPANIC STUDENTS
82
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RESILIENCY FACTORS IN HISPANIC STUDENTS
89
Appendix A
Interview Cover Sheet & Protocol
Name of Researcher:
Date of Interview:
Name of Interviewee:
City:
Authorizer’s Phone Number:
Authorizer’s Email Address:
Interview start time:
Interview end time:
Introduction
My name is Danielle Ramirez, and I am a researcher at the University of Southern California’s
Rossier School of Education. I am conducting a study attempting to identify resiliency factors of
Hispanic students in Orange County schools. It is critical to understand and analyze the
resiliency factors that Hispanic students face in elementary school in order to build their
academic achievement.
During this interview, I hope to learn more about your experiences working with Hispanic
students. The information that you provide will hopefully serve to support teachers of Hispanic
students in Orange County.
I want to assure you that your comments will be strictly confidential. I will not identify you, or
your organization, by name. I would like to tape record this interview in order to capture
information that I may have missed. Would this be okay to do?
The interview should take approximately 45 minutes.
Thank you for your time.
RESILIENCY FACTORS IN HISPANIC STUDENTS
90
Interview Protocol
1. How did you become interested in the field of education?
2. How long have you been teaching?
3. What roles and/or positions have you held?
4. What types of socioeconomic schools have you taught at?
5. What are the challenges working with Hispanic students, if any?
6. What are the positives of working with Hispanic students, if at all?
7. What do you do to support them in overcoming these challenges?
8. Tell me about a time when you saw a Hispanic student overcome a challenging issue.
9. Can you describe a lesson, if any, where you felt you didn’t support a Hispanic student?
10. Give me an example of a training and/or college class you’ve received to assist students
in overcoming challenging experiences.
11. What were the strengths of the training, if any?
12. Was there anything that could have been improved about the training?
13. From this training, what strategies, if any, do you use with Hispanic students in your
classroom?
14. In your opinion, what are the characteristics of resilient Hispanic students?
15. What are the characteristics of the non-resilient Hispanic students?
16. What, if anything, do you feel that Hispanic students need from the teacher in order to be
resilient?
17. What, if anything, do you feel that Hispanic students need from the classroom
environment in order to be resilient?
RESILIENCY FACTORS IN HISPANIC STUDENTS
91
18. Suppose you had a Hispanic student that lacked resiliency, how would you teach that
student not to give up when schooling becomes difficult?
19. Some people would say that resilience is innate and cannot be affected by the teacher.
What would you tell them?
20. Some people would say that a teacher’s view of a student has no influence on their
academic ability. What would you tell them?
21. How would you structure your classroom to allow resilient Hispanic students to shine?
22. How do you consider your Hispanic students when planning lessons, if at all?
23. What strategies do you incorporate to promote their success?
24. What role, if any, does curriculum play in promoting resiliency?
25. If teachers could design curriculum to cultivate classroom climate that promotes
resilience, what components would be necessary?
26. What other insight, if any, would you like to share about our conversation about
resiliency in Hispanic students that I may not have covered?
RESILIENCY FACTORS IN HISPANIC STUDENTS
92
Appendix B
Teacher Survey
Gender?
Male
Female
Ethnicity?
American Indian/Alaska Native
Asian
Black/African American
Hispanic/Latino
Native Hawaiian/Other Pacific Islander
White
Two or more
Other:_________________________
Age Category?
29 and under
30-39
40-49
50-59
60-69
70 and over
Highest Educational Attainment
Bachelor’s Degree
Master’s Degree
Doctoral Degree
Other Professional Degree
Years of experience as the teacher of your current district:______
Total years of experience as a teacher: _____
Question 1: Please rate how the following strategies foster academic resilience in Hispanic
students.
(1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
1. Positive peer interactions 1 2 3 4 5
2. Positive parent community interactions 1 2 3 4 5
3. Extra-curricular activities 1 2 3 4 5
4. Support teams for at-risk students 1 2 3 4 5
5. Mentors 1 2 3 4 5
RESILIENCY FACTORS IN HISPANIC STUDENTS
93
Question 2: Please rate how the following formal and informal factors influence the development
of academic resilience in Hispanic students.
(1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
1. Supportive relationships 1 2 3 4 5
2. Family factors 1 2 3 4 5
3. Student characteristics 1 2 3 4 5
4. School factors 1 2 3 4 5
5. Teacher expectations 1 2 3 4 5
Question 3: Please rate how the following preconditions influence the resiliency in Hispanic
students.
(1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
1. A positive relationship with an adult 1 2 3 4 5
2. Ability to handle adversity 1 2 3 4 5
3. Being good problem solvers and learners 1 2 3 4 5
4. Being engaging to other people 1 2 3 4 5
5. Having an area of competence 1 2 3 4 5
6. Perceived efficacy 1 2 3 4 5
7. High expectations 1 2 3 4 5
8. Beliefs that life has meaning 1 2 3 4 5
9. Goal setting 1 2 3 4 5
10. Personal agency 1 2 3 4 5
11. Interpersonal problem-solving skills 1 2 3 4 5
12. Social competence like responsiveness 1 2 3 4 5
13. Autonomy 1 2 3 4 5
14. Sense of purpose and future 1 2 3 4 5
Question 4: Please rate the degree to which you consider the following elements are important in
a classroom learning environment to promote resilience in Hispanic students.
(1= Strongly Disagree, 2= Disagree, 3= Neutral, 4= Agree, 5= Strongly Agree)
1. Explicit teaching practices 1 2 3 4 5
2. Cognitively-guided instruction 1 2 3 4 5
3. Technology-enriched instruction 1 2 3 4 5
4. Cooperative learning 1 2 3 4 5
5. Instructional conversations 1 2 3 4 5
6. Data-driven decision making 1 2 3 4 5
7. Trusting environments 1 2 3 4 5
8. Teacher expectations 1 2 3 4 5
9. Exercise responsibility 1 2 3 4 5
10. Make decisions 1 2 3 4 5
11. Learn from mistakes and successes 1 2 3 4 5
12. Problem solving of complex-real life problems 1 2 3 4 5
RESILIENCY FACTORS IN HISPANIC STUDENTS
94
Would you be willing to participate in a 35 minute follow-up interview?
Yes
No
Maybe
RESILIENCY FACTORS IN HISPANIC STUDENTS
95
Appendix C
General Recruitment Email Cover Letter
Dear [Name],
We want to digitally introduce ourselves to [Name of School District]’s team of teacher
leaders. Our names are Liz Leon and Danielle Ramirez. We are working on our doctoral
dissertation titled "Identifying Resiliency Factors Viewed By Teachers That Foster Academic
Success in Elementary Minority Hispanic Students in Orange County Schools” at the University
of Southern California. We assure you that participant names and any other identifying
information will be secured and kept confidential.
We are hoping that you can help us with one of two simple things (or both!):
1. Complete this very brief (less than 5-minute!) survey. As active school practitioners, we
hope to gain insight to improve the educational experience for students.
https://www.surveymonkey.com/r/G6RN87W
2. Volunteer to participate in a 30-minute interview. The interview can be in person or via
FaceTime.
Thank you for your consideration!
Respectfully,
Liz Leon & Danielle Ramirez
Abstract (if available)
Abstract
Resiliency is one way that Hispanic students can combat negative academic precursors. Common attributes of resilient students are a positive self-concept about personal accomplishments, effective coping strategies, and socio-emotional competence (Merrell, Cohn, & Tom, 2011). ❧ This study explored the identification resiliency factors that foster academic success in elementary minority Hispanic students in Orange County schools through the lens of teachers. By studying the resilient factors that teachers identified in elementary minority Hispanic students may better prepare them for academic success in Orange County schools. ❧ The research questions used to guide the study were: What strategies do resilient Hispanic students in elementary schools employ to excel academically?
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Asset Metadata
Creator
Ramirez, Danielle Marie
(author)
Core Title
Identifying resiliency factors viewed by second and third grade teachers that foster academic success in elementary minority Hispanic students in Orange County
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
05/08/2020
Defense Date
03/02/2020
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
academic success,Hispanic students,minority students,OAI-PMH Harvest,Orange County,resiliency factors,second grade teachers,third grade teachers
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Casturita, Rudy M. (
committee chair
), Ott, Maria (
committee member
), Roach, John (
committee member
)
Creator Email
dmstilwell@gmail.com,rami365@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-304693
Unique identifier
UC11664163
Identifier
etd-RamirezDan-8460.pdf (filename),usctheses-c89-304693 (legacy record id)
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etd-RamirezDan-8460.pdf
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304693
Document Type
Dissertation
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Ramirez, Danielle Marie
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texts
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(contributing entity),
University of Southern California Dissertations and Theses
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Tags
academic success
Hispanic students
minority students
resiliency factors
second grade teachers
third grade teachers