Abstract
The goal of academic resilience research is to identify factors and processes which lead to academic success among groups of students generally found to be at-risk, including those of African American and Latina/o descent. The present study investigated a possible risk factor (perceptions of discrimination), a possible protective factor (emotional intelligence), and the role of gender in predicting academic achievement (as measured by high school GPA) in a sample (N = 79) of African American and Latina/o high school students attending one high school in Minnesota. Through the use of multiple regression, neither emotional intelligence nor perceptions of discrimination was found to be a statistically significant predictor of GPA among the entire sample, although when each gender was considered separately, a significant model for predicting GPA among males did emerge. In addition to these findings and a subsequent discussion, the literature related to academic resilience and the independent variables is presented within, along with implications for educators and recommendations for future research.
Advisor
Richard Auger
Committee Member
Karin Lindstrom Bremer
Committee Member
Jennifer Pepperell
Committee Member
Walter Roberts
Date of Degree
2013
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Department
Counseling and Student Personnel
College
Education
Recommended Citation
Abel, N. R. (2013). Trait emotional intelligence, perceived discrimination, and academic achievement among African American and Latina/o high school students: A study of academic resilience. [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/72/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Rights Statement
