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.


Richard Auger

Committee Member

Karin Lindstrom Bremer

Committee Member

Jennifer Pepperell

Committee Member

Walter Roberts

Date of Degree




Document Type



Doctor of Education (EdD)


Counseling and Student Personnel



Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License


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