Academic Resiliency Among African-American Males in Secondary Schools


  • Lee Vester Casey University of North Carolina at Charlotte


In their effort to improve student achievement among low performing students, educators are implementing strategies that build resiliency and promote academic success. This study investigated the relationship between students’ perception of resiliency-building factors, in schools and their levels of academic resilience and academic achievement. The study used a correlational research methodology with a self-report survey to collect data. The sample (n = 107) consisted of African-American male students attending four high schools in a school district located in the southwest region of North Carolina. The results of the analysis show that a significant and positive correlation exists between academic resiliency and GPA. Also, the findings reveal that there is a relationship between the perception of resiliency-building factors and academic resiliency. Subsequent discussions include literature related to academic resilience and resiliency-building strategies, implications of the study, and recommendations for educators.

Author Biography

Lee Vester Casey, University of North Carolina at Charlotte

Graduate of the Educational Leadership with a Doctorate Degree






Research Articles