References

Anthony, E.J., & Cohler, B.J. (Eds.). (1987). The invulnerable child. New York: Guildford Press.

Arnold, K.D. (1993). Academic achievement: A view from the top. The Illinois valedictorian project. Oak Brook, IL: North Central Regional Educational Laboratory.

Beardslee, W.R., & Podorefsky, D. (1988). Resilient adolescents whose parents have serious affective and other psychiatric disorders: Importance of self-understanding and relationships. American Journal of Psychiatry, 145(1), 63-69.

Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family, school, and community. Portland, OR: Western Regional Center for Drug-Free Schools and Communities.

Berlin, G., & Sum, A. (1988). Toward a more perfect union: Basic skills, poor families, and our economic future (Occasional Paper 3). New York: Ford Foundation.

Berry, G.L., & Asamen, J.K. (Eds.). (1989). Black students: Psychosocial issues and academic achievement. Newbury Park, CA: Corwin Press.

Bowman, B. (1994). Cultural diversity and academic achievement. Oak Brook, IL: North Central Regional Educational Laboratory.

Braddock, J.H., Royster, D.A., Winfield, L.F., & Hawkins, R. (1991). Bouncing back: Sports and academic resilience among African-American males. Education and Urban Society, 24(1), 113-131.

Brookover, W.B., Schweitzer, J., Schneider, J., Beady, C., Flood, P.K., & Wisenbaker, J. (1978). Elementary school social climate and school achievement. American Educational Research Journal, 15(2), 301-303.

Clark, M.L. (1991). Social identity, peer relations, and academic competence of African American adolescents. Education and Urban Society, 24(1), 41-52.

Clark, R.M. (1983). Family life and school achievement: Why poor black children succeed or fail. Chicago: The University of Chicago Press.

Clausen, J.S. (1991). Adolescent competence and the shaping of the life course. American Journal of Sociology, 96(4), 805-42.

Comer, J.P. (1984). Home-school relationships as they affect the academic success of children. Education and Urban Society, 16(3), 322-337.

Corcoran, T.B. (1985). Improving school climate: A brief review of school climate variables. Philadelphia, PA: Research for Better Schools.

Felner, R.D., Aber, M.S., Primavera, L., & Cauce, A.M. (1985). Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators. American Journal of Community Psychology, 13(4), 365-379.

Fine, M.A., & Schwebel, A.I. (1991). Resiliency in black children from single-parent families. In W.A. Rhodes & W.K. Brown (Eds.), Why some children succeed despite the odds (pp. 23-40). New York: Praeger.

Fordham, S., & Ogbu, J. (1986). Black students' school success: Coping with the burden of "acting white." The Urban Review, 18(3), 176-206.

Garmezy, N. (1983). Stressors of Childhood. In N. Garmezy & M. Rutter (Eds.), Stress, coping, and development in children (pp. 43-84). New York: McGraw-Hill.

Garmezy, N. (1991). Resiliency and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34(4), 416-430.

Gordon, K. (1992, August 26). Enhancing the resilience of "at-risk" youth: Information for the keepers of inmates to think about. Paper presented at the American Correctional Association's 122nd Annual Conference of Corrections, San Antonio, TX.

Greenfield, F. (1980). The human capital model of American youth: The roles of schooling experience and functional literacy. Austin, TX: The Southwest Educational Development Laboratory. (ERIC Document Reproduction No. ED195772.)

Hart, P.J., & Jacobi, M. (1992). From gatekeeper to advocate: Transforming the role of the school counselor. New York: College Entrance Examination Board and the Achievement Council.

Kagan, S.L. (1991). United we stand: Collaborations for child care and early education. New York: Teachers College Press.

Lee, V.E., Winfield, L.F., & Wilson, T.C. (1991). Academic behaviors among high-achieving African American students. Education and Urban Society, 24(1), 65- 86.

Meisels, S., Dorfman, J.A., & Steele, D. (1992). Contrasting approaches to assessing young children's school readiness and achievement. Washington, DC: National Center for Educational Statistics, U.S. Department of Education.

Moll, L.C. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational Researcher, 21(2), 20-24.

Nelson-Le Gall, S., & Jones, E. (1991). Classroom help- seeking behaviors of African-American children. Education and Urban Society, 24(1), 27-40.

Nettles, S.M. (1991). Community contributions to school outcomes of African-American students. Education and Urban Society, 24(1), 132-147.

Nettles, S.M., & Pleck, J.H. (1993). Risk, resilience, and development: The multiple ecologies of black adolescents in the United States. In R.J. Haggerty, N. Garmezy, M. Rutter, & L.R. Sherrods (Eds.). Stress, coping and development: Risk and resilience in children. Boston: Cambridge University Press.

Parker, G.R., Cowen, E.L., Work, W.C., & Wyman, P.A. (1990). Test correlates of stress resilience among urban school children. Journal of Primary Prevention, 11(1), 19-35.

Purkey, S.C., & Smith, M.S. (1983). Effective schools: A review. Elementary School Journal, 83(4), 427- 52.

Purkey, S.C., & Smith, M.S. (1985). School reform: The district policy implications of the effective schools literature. Elementary School Journal, 85(3), 353-89.

Reyes, M. de la Luz, & LaLiberty, A.E. (1992). A teacher's "Pied Piper" effect on young authors. Education and Urban Society, 24(2), 263-278.

Rutter, M. (1977). Protective factors in children's responses to stress and disadvantage. In M.W. Kent & J.E. Rolf (Eds.), Primary prevention of psychopathology. Vol. III: Social competence in children. Hanover, New Hampshire: University Press of New England.

Rutter, M. (1987). Psychosocial resilience and protective mechanisms. In J. Rolf, A. Masten, D. Cichetti, K. Nuechterlein, & S. Weintraub (Eds.), Risk and protective factors in the development of psychopathology (pp. 181-214). New York: Cambridge University Press.

Scott-Jones, D. (1991). Adolescent childbearing: Risk and resilience. Education and Urban Society, 24(1), 53-64.

Silbert, K.L., & Berry, G.L. (1993). The suicidal adolescent and special service providers: Guidelines for early identification. Special Services in the Schools, 7(1), 65-77.

Slavin, R.E., Karweit, N.L., & Madden, N.A. (Eds.). (1989). Effective programs for students at risk. Boston: Allyn and Bacon.

Steinberg, L., Dornbusch, S.M., & Brown, B.B. (1992). Ethnic differences in adolescent achievement: An ecological perspective. American Psychologist, 47(6), 723- 729.

Swanson, D., & Spencer, M.B. (1991). Youth policy, poverty and African Americans: Implications for resilience. Education and Urban Society, 24(1), 148-161.

Taylor, A.R. (1991). Social competence and the early school transition: Risk and protective factors for African- American children. Education and Urban Society, 24(1), 15-26.

Tharp, R.G. (1989). Psychocultural variables and constants: Effects on teaching and learning in schools. American Psychologist, 44(2), 349-359.

Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge, MA: Cambridge University Press.

Wilson-Sadberry, K.R., Winfield, L.F., & Royster, D.A. (1991). Resilience and persistence of African-American males in post-secondary enrollment. Education and Urban Society, 24(1), 87-102.

Winfield, L.F. (1991). Resilience, schooling, and development in African-American youth: A conceptual framework. Education and Urban Society, 24(1), 5-14.

Winfield, L.F., Hawkins, R., & Stringfield, S. (1992). A description of Chapter 1: Schoolwide projects and effects on student achievement in six case study schools (Report No. 32). Baltimore, MD: The Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students.

Winfield, L.F., & Manning, J. (1992). Changing school culture to accommodate student diversity. In M.E. Dilworth (Ed.), Diversity in teacher education: New expectations. San Francisco, CA: Jossey-Bass.