Date of Submission

Spring 2012

Academic Program


Project Advisor 1

Sarah Ketay

Project Advisor 2

Anesu Mandisodza

Abstract/Artist's Statement

This paper presents a theoretically based analysis for promoting the prevalence of academic resilience in low socioeconomic children, using teachers as a protective factor to facilitate other internal protective factors. Analyzing previous research studies regarding academic resilience, poverty, gender stereotypes, and the student-teacher relationship, a comprehensive understanding of how these factors relate to one another has been explored. Suggestions for the benefits of student-teacher relationships as a protective factor are discussed.

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