ABSTRACTTHE INFLUENCE OF HOME AND SCHOOL ON RESILIENCE: A PHENOMENOLOGICAL STUDY OF URBAN, AT-RISK, HIGH ACHIEVING STUDENTSByRamont M. RobertsFor years, researchers, practitioners, legislators, parents, social workers, and community activists among others have toiled with the underachievement of urban students compared with their counterparts. It is well documented in the literature the high-risk environments to which urban students are exposed that lead to destructive behaviors, habits, and outcomes. This phenomenon of the urban student, both as it relates to environment and achievement, can be traced as far back as the 1960's when discussions and studies at the policy level, motivated the development of terms such as at-risk and policies that provided additional funding (Title I) for students qualifying under such labels. As the problem persisted through accountability legislation, choice, and state takeovers, many researchers began searching for pockets of success among the high percentages of low test scores and dropout rates. It is this space where theorists began to uncover the resilience of the urban student. This study looks at factors in the home and school that influences resilience in the urban, at-risk, high-achieving student. In a qualitative format, thematic analysis will be used to organize the findings into themes. As a result of the study, practitioners and parents will be able to implement systemic strategies that support resilience both in the home and school.
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