Table of Contents

Chapter 1
Chapter 1: Introduction
Chapter 2
Chapter 2: Meeting the Students and Capturing their Stories
Chapter 3
Chapter 3: The Resilience Cycle: An Overview
Chapter 4
Chapter 4: The Cycle in Context: Spoke 1 Recognizing Reality
Chapter 5
Chapter 5: The Cycle in Context: Spoke 2 Manifesting Help
Chapter 6
Chapter 6: The Cycle in Context: Spoke 3 Synthesizing Resources
Chapter 7
Chapter 7: The Cycle in Context: Spoke 4 Evaluating and Enhancing
Chapter 8
Chapter 8: The Cycle in Context: Spoke 5 Developed Habits and Goals
Chapter 9
Chapter 9: Facilitating Resilience: Practical Implications
Chapter 10 References
Chapter 11 Index
Chapter 12 Appendix A: Resilient Students' Demographic Information
Chapter 13 Appendix B: The Resilience Cycle
Chapter 14 Appendix C: Resilient Students' Institutional Data
Chapter 15 Appendix D: Resilient Students and Major Protective Factors
Chapter 16 Appendix E: Major Psychological Stressors Associated with Academic Achievement
Chapter 17 Appendix F: Individual Student Demographics (N=50)

About the Author

Erik E. Morales, PhD. is associate professor of education at New Jersey City University's Deborah Cannon Partridge Wolfe College of Education, in the Department of Elementary and Secondary Education. He has written and presented extensively on academic resilience and achievement. Frances K. Trotman, PhD. is professor of psychology in the Department of Psychological Counseling at Monmouth University, located in West Long Branch, New Jersey. She has over thirty years of teaching, research, and counseling experience. She has focused extensively on issues of educationally equity and African American mental health issues.