Understanding the Pathways to Resilience in University Students in a UK-based Higher Education Setting PDF Download

Author: Snigdha Dutta
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Amani Bell
Publisher: Bloomsbury Publishing
ISBN: 1350031852
Category : Education
Languages : en
Pages : 240

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Book Description
Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research. The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.

Author: Sherrie Hixon
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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In March 2020, universities quickly closed their campuses and shifted to remote delivery options to continue education and administrative services in response to the COVID-19 pandemic. This closure severely impacted research and service-learning projects taking place in the community as all in-person interactions ceased. The ensuing chaos required people on- and off-campus to reorganize programs and processes in order to continue their work. The purpose of this research was to understand how partnerships between public, urban-serving universities and the community agencies with whom they are engaged in research and service-learning projects build capacity for resilience in the communities they serve during an acute shock; that shock being the global disease outbreak of COVID-19. Three theoretical frameworks were applied to this research study: Chaos, resilience, and university-community partnerships. Chaos theory provides the context for the pandemic and frames the urgency for systems to respond and adapt. Resilience is focused on a system's ability to adapt to chronic stressors in society, such as food and housing insecurity, unemployment, health disparities, and economic inequality, and to acute shocks, which are catastrophic events like earthquakes, wildfires, and disease outbreaks. University-community partnerships provides context for understanding the value of research and service-learning programs that engage faculty and students in civic-minded work with government, non-governmental organizations, and nonprofit agencies in the community. The faculty who serve as directors of campus centers are often at the forefront of this work. This multiple case study was set at a large, pubic university in Los Angeles County, California. Each case was comprised of an academic campus center and at least one community partner with whom the centers engage in research and/or service-learning projects. As a qualitative study, data collection included semi-structured interviews, document analysis, and researcher memos. A total of 13 interviews were conducted over four case studies, including five directors/co-directors of four campus centers and leaders of eight nonprofit agencies. The overarching goals of this study were to understand how the campus centers and their partners endured the crisis and to explore the challenges they experienced in adapting programs and services. The major findings of this study indicate that these partnerships were key to the collective ability to adapt programs; that their networks helped them navigate the complexities of the pandemic; that directors faced significant administrative challenges; that hybrid models developed in response to the crisis will persist; and, that directors are adopting resilience theory into their strategic planning. After more than two years of turmoil and upheaval, it appears that many of the transformations these organizations made to respond to the pandemic will continue in the future because they helped the organizations and community become more resilient.

Author: Erik E. Morales
Publisher: University Press of America
ISBN: 0761852719
Category : Education
Languages : en
Pages : 101

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"Over the course of ten years, this extensive qualitative study focused on the academic resilience phenomenon. The research delves into the educational resilience experiences of fifty low socioeconomic students of color from a variety of racial and ethnic backgrounds. In addition to chronicling specific protective factors and processes active in the students' lives, several symbiotic relationships between groups of protective factors are documented and explored. A Resilience Cycle theory, which was chronicled in previous works of the authors, is used as a framework to view essential elements of the students' academic success. Ultimately, the data and findings are used to propose practical suggestions for promoting academic resilience in at-risk youth nationwide. Furthermore, because one author specializes in education and the other in psychology, both of these disciplines are brought to bear on this crucial and understudied topic." -- from back cover.

Author: Michael Ungar
Publisher: Springer Science & Business Media
ISBN: 1461405866
Category : Social Science
Languages : en
Pages : 456

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More than two decades after Michael Rutter (1987) published his summary of protective processes associated with resilience, researchers continue to report definitional ambiguity in how to define and operationalize positive development under adversity. The problem has been partially the result of a dominant view of resilience as something individuals have, rather than as a process that families, schools,communities and governments facilitate. Because resilience is related to the presence of social risk factors, there is a need for an ecological interpretation of the construct that acknowledges the importance of people’s interactions with their environments. The Social Ecology of Resilience provides evidence for this ecological understanding of resilience in ways that help to resolve both definition and measurement problems.

Author: Thomas Rojo Aubrey, Jr.
Publisher:
ISBN: 9781732900523
Category :
Languages : en
Pages :

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The Resilient Learner: Thriving and Succeeding in College is a groundbreaking book that defines a new framework to help students improve psychological and emotional resilience, enhance learning and academic performance, and improve quality of life to increase the likelihood of success in all areas of academic, emotional, and social life. This book is about coaching students in academic resiliency, which is the capacity to overcome, adapt, and learn from setbacks, failures, and adversity. It prepares students psychologically and emotionally for the demands they will face in school and in their personal lives (including mental and emotional problems) to succeed academically. Dr. Aubrey postulates six areas of academic resiliency to help students develop a fortitude for success. Students will develop positive habits of mind such as flexible thinking, optimism, growth mindset, and grit (perseverance and passion). These skills include the ability to self-regulate the body's defense systems, intense emotions, thoughts, and self-defeating behaviors that throw students off course and derail their success. Students will also learn the skilled ability to control impulses through the practice of mindfulness to enhance academic performance. They will learn to use the skills of causal analysis and critical thinking to identify the true cause of problems and avoid repeating the same mistakes.Academic resiliency improves the quality of learning by supporting an enhanced culture of wellness and by fostering skills needed to shift into a physiological state of safety, support, and connection to promote optimal learning in the classroom. This proactive educational training approach in resiliency can contribute to increased persistence, perseverance, and completion rates. Thus, you're invited on a journey to a future where you will thrive and flourish as a student. Get ready to take your life from one of stress to one of greater success.

Author: Ethel Wen-Yin Chung
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 402

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"Since reforms in Australian higher education in the late 1980s, students from historically under-represented backgrounds (i.e., 'non-traditional' students) have become increasingly the norm. While some argue that widening participation is problematic, research regarding the relationships between non-traditional backgrounds, mental health and academic outcomes has yielded inconsistent results. This research therefore aims to improve the understanding of resilience, complete mental health and academic achievement, among traditional and non-traditional university students. Four independent and related research papers have been produced. Study One is a systematic review of the definition of the term 'non-traditional student' within mental health studies conducted in higher education settings. Thirteen demographic categories were used to define the concept of 'non-traditional'. Researcher imposed definitions were found to be ambiguous and highly inconsistent among studies. A student-centred approach to definition (i.e., self-perception) in operationalising the concept 'non-traditional' was therefore adopted in the subsequent research studies. Studies Two, Three and Four report the findings of three quantitative studies resulting from an online survey which involved 442 first year students from the University of Adelaide. Study Two explores the prevalence and predictors of complete mental health among traditional and non-traditional students. It was shown that 30.5% of participants reported complete mental health. 'Non-traditional' students did not report lower likelihood of complete mental health compared to their traditional peers. Furthermore, an absence of significant adverse life events in the past two years, higher levels of resilience and reported campus-based social support were significantly associated with complete mental health in both traditional and non-traditional students. Study Three compares the levels of resilience between traditional and non-traditional students. It was found that students who identified themselves as being 'non-traditional', in terms of employment, role as a parent, and age, reported significantly higher resilience compared to students who perceived themselves to be a 'traditional' student. Study Four explores the relationship between resilience, complete mental health, and prospective first-year grade point average (GPA), controlling for students' demographic factors and known predictors of university academic achievement. Overall, resilience and complete mental health did not significantly predict GPA after controlling for the effect of covariates (e.g., adverse events, motivation). However, students who perceived lower institutional support were found to require a higher level of resilience to achieve the same GPA compared to others. The majority of 'non-traditional' demographic factors identified in Study One, and perception as a 'non-traditional' student did not predict GPA to a significant extent. The current results have several implications for the development of strategies to improve mental health and academic outcomes among increasingly diverse university students. First, the development of resilience could be useful in promoting academic achievement for some students. Second, resilience and campus-based social support protect mental health for both traditional and non-traditional students and therefore more focus should be placed on strengthening these aspects. Third, there is a need for universities to adequately support students who have experienced a significant adverse event. Fourth, more recognition and understanding of the strengths which 'non-traditional' backgrounds bring is required." -- summary, leaves iv-v.

Author: Linda C. Theron
Publisher: Springer
ISBN: 9401794154
Category : Psychology
Languages : en
Pages : 258

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Until researchers and theorists account for the complex relationship between resilience and culture, explanations of why some individuals prevail in the face of adversity will remain incomplete. This edited volume addresses this crucial issue by bringing together emerging discussions of the ways in which culture shapes resilience, the theory that informs these various studies, and important considerations for researchers as they continue to investigate resilience. Using research from majority and minority world contexts, ‘Youth Resilience and Culture: Commonalities and Complexities’ highlights that non-stereotypical, critical appreciation of the cultural systems in which youth are embedded, and/or affiliate with, is pivotal to understanding why particular resilience processes matter for particular youth in a particular life-world at a particular point in time. In doing so, this book sensitizes readers to the importance of accounting for the influence of cultural contexts on resilience processes, and to the danger of conceptualising and/or operationalising resilience, culture, and their interplay, simplistically or idealistically. In short, the progressive contents of ‘Youth Resilience and Culture: Commonalities and Complexities’ make it an essential read for resilience-focused scholars, students, academics, and researchers, as well as policy makers, practitioners, and humanitarian workers engaged with high-risk populations.

Author: Fabienne Vailes
Publisher:
ISBN: 9781788603348
Category : College students
Languages : en
Pages : 0

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Author: Nicola Barden
Publisher: SAGE
ISBN: 1529700477
Category : Education
Languages : en
Pages : 241

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This book offers pragmatic guidance to support academic and student services staff in both being proactive within their role to promote a positive approach to wellbeing, and understanding how to care appropriately for students who may not be flourishing in the university environment.