Protective Factors and Processes Contributing to the Academic Success of Students Living in Poverty: Implications for Counselors

• Published in: Journal of Multicultural Counseling and Development Vol. 45; no. 3; pp. 183 - 200
• Main Authors: Williams, Joseph M., Bryan, Julia, Morrison, Stephaney, Scott, Tracey R.
• Format: Journal Article
• Language: English
• Published: Washington Wiley-Blackwell 01.07.2017; Blackwell Publishing Ltd
• Subjects: Academic Achievement; academic resilience; Caring; consejeros escolares; Economically Disadvantaged; Environmental Influences; Low income groups; Low Income Students; Middle School Students; Motivation; Phenomenology; pobreza; Poverty; Protective factors; Qualitative Research; resiliencia académica; School Counseling; School Counselors; Social Capital; Teacher Characteristics; Teachers
• ISSN: 0883-8534; 2161-1912
• DOI: 10.1002/jmcd.12073

This phenomenological qualitative study examined a national sample of high‐achieving, low‐income middle school students' (N = 24) perspectives of protective factors and processes that contribute to their academic success in school. Four main themes and 12 subthemes were identified. The main themes are peer social capital, teachers who care, family and community assets, and multiple streams of motivation. Implications for counselors who serve students living in poverty are discussed. Este estudio cualitativo fenomenológico examinó las perspectivas de factores de protección y procesos que contribuyen al éxito académico escolar de una muestra nacional de alumnos de escuela media con altos logros y bajos ingresos (N = 24). Se identificaron cuatro temas principales y doce subtemas. Los temas principales son capital social entre pares, maestros que muestran interés, recursos familiares y comunitarios, y múltiples fuentes de motivación. Se discuten las implicaciones para consejeros que sirven a estudiantes que viven en la pobreza.