Academic Resilience in Mathematics among Poor and Minority Students

By Geoffrey D. Borman, Laura T. Overman. The Elementary school journal, 2004

401 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/6bf785a92879fade0eb2a728248be6dd97e4f980

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Citations in the corpus

Developing mathematical resilience (2010, background): “We have studied literature relating to recovering from adverse conditions and abuse (e.g. Borman & Overman, 2004 and Newman, 2004) and have found it helpful in coming to an understanding the source of these difficulties.”
Predicting Early Adolescents’ Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping (2011, background): “Students with higher levels of ego resilience or engagement coping methods demonstrate greater academic involvement and positive attitudes toward school (Borman & Overman, 2004; Clarke, 2006; Gonzales, Tein, Sandler, & Friedman, 2001).”
Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain (2018, result): “Accordingly, past studies have also suggested that students encountering risks in studies or facing difficulties need to be more academically resilient to effectively manage difficulties and obtain success (Borman and Overman, 2004; Martin and Marsh, 2008) This in a way also similar to the experienc”
Factors and conditions promoting academic resilience: a TIMSS-based analysis of five Asian education systems (2016, background): “First, studies on academic resilience often focus solely on the group of socially disadvantaged students (Agasisti and Longobardi 2014; Borman and Overman 2004; Erberer et al. 2015; Graves 2014; OECD 2011), risking the trap of identifying factors associated with educational achievement in general,…”
Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction (2007, background): “Further, school engagement also predicts academic resilience among poor and minority students (Borman & Overman, 2004; Finn & Rock, 1997).”
Evidence‐Based Life Coaching for Senior High School Students (2007, background): “Mathis & Lecci, 1999; Lindberg, 2002) or young elementary students ( Borman & Overman, 2004 ), and such work has tended to focus on dysfunctional or at-risk populations (e.g.”
Against the odds: resilience in mathematics students in transition (2011, background): “For example, Borman and Overman‟s (2004) study of mathematical academic resilience suggests that a communitarian model of school, with a safe and orderly environment and positive teacher-student relationships, is likely to promote resilience in poor ethnic minority students.”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “…for students with insecure maternal attachments (relative to those with more secure maternal attachments), thus underscoring the potentially protective influence of a high-quality teacher–child relationship for pupils who are at risk due to adverse home circumstances (Borman & Overman, 2004).”
Bilingualism and socioemotional well-being (2010, background): “…orderly school environment; professional development activities for teachers and services for families; and classrooms organized as learning environments staffed by well-qualified teachers and aides (Bennett, Elliott, & Peters, 2005; Borman & Overman, 2004; Griffith, 2002; Rutter & Maughan, 2002).”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “For example, Borman and Overman (2004) found that at-risk elementary students with higher self-esteem showed more resilient mathematics outcomes. Key experiences related to the core developmental tasks of SEL are also likely to impact children’s view of self and may indirectly contribute to academic”
The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? (2014, methodology): “For example, in a study of 925 low socioeconomic status (SES) minority students, Borman and Overman (2004) found that greater engagement in academic activities was a characteristic shared by all students who were deemed to be academically resilient, defined by having higher than predicted…”