Skip to main content

Wings and Roots

Perspectives on Resilience and Academic Success in Education

  • Chapter
Dreaming of a Place Called Home

Part of the book series: Comparative and International Education ((CIEDV))

  • 275 Accesses

Abstract

I have heard the above saying, but I recently heard the following saying in a conversation that I was holding with a fellow colleague: “Wings show you what you can become, while roots remind you of where you are from.” There were many people and situations that helped me to soar and rise above the risks and adverse situations that I encountered in life.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Archer, L., Pratt, D. S., & Phillips, D. (2001). Working-class men’s constructions of masculinity and negotiations of (non)participation in higher education. Gender and Education, 13, 431–449.

    Article  Google Scholar 

  • Azmitia, M., Syed, M., & Radmacher, K. (2008). On the intersection of personal and social identities: Introduction and evidence from a longitudinal study of emerging adults. The Intersections of Personal and Social Identities. New Directions forChild and Adolescent Development, 120, 1–16.

    Article  Google Scholar 

  • Bernard, B. (2004). Resiliency: What we have learned. San Francisco, CA: West Ed.

    Google Scholar 

  • Berry, T. (2004). Why are all these white women trying to run my life? One black woman’s experience toward earning a doctorate. In D. Reid (Ed.), A long way to go: Conversations about race by African American faculty and graduate students (pp. 47–57). New York, NY: Peter Lang.

    Google Scholar 

  • Blackwell, L. E. (1981). Mainstreaming outsiders: The production of Black professionals. New York, NY: General Hall.

    Google Scholar 

  • Benjamin, L. (2005). The Black elite: Still facing the color line in the twenty-first century (2nd ed.). New York, NY: Rowman & Littlefield Publishers, Inc.

    Google Scholar 

  • Brady, K. (2013). Cherokee county community indicators project. Metropolitan Studies Institute. Spartanburg, SC: USC Upstate.

    Google Scholar 

  • Burlew, A. K. H., Banks, W. C., McAdoo, H. P., & Azibo, D. A. (1992). African American Psychology: Theory, research, and practice. Newbury Park, CA: Sage.

    Google Scholar 

  • Cole, E., & Omari, S. (2003). Race, class and the dilemmas of upward mobility for African Americans. Journal of Social Issues, 59, 785–802.

    Article  Google Scholar 

  • Covarrubias, P. (2008). Masked silence sequences: Hearing discrimination in the college classroom. Communication, Culture, & Critique, 1, 227–252.

    Article  Google Scholar 

  • Delgado, R., & Stefanic, J. (2001). Critical race theory: An introduction. New York, NY: New York University Press.

    Google Scholar 

  • Evans-Winters, V. E. (2005). Teaching black girls: Resiliency in urban classrooms. New York, NY: Peter Lang.

    Google Scholar 

  • Fergus, S., & Zimmerman, M. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26, 399–419.

    Article  Google Scholar 

  • Fleming, J. (1984). Blacks in college. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Fordham, S. (1996). Blacked out: Dilemmas of race, identity, and success at capital high. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Gillem, A. R. (1996, October). Women creating lives: Identities, resilience, and resistance. Women and Therapy, 19(2), 103–104.

    Google Scholar 

  • Hendrix, K. G. (2000). Home as respite for the working-class academic. In A. Gonzalez, M. Houston, & V. Chen (Eds.), Our voices: Essays in culture, ethnicity, and communication (pp. 240–246). New York, NY: Oxford University Press.

    Google Scholar 

  • Horn, L. (1998). Stopouts or stayouts? Undergraduates who leave college in their first year (NCES 1999-087). Washington, DC: U.S. Government Printing Office, U.S. Department of Education, NCES.

    Google Scholar 

  • Hurtado, A., & Silva, J. M. (2008). Creating new social identities in children through critical multicultural media: The case of Little Bill. New Directions for Child and Adolescent Development, 120, 17–30.

    Article  Google Scholar 

  • Johnson-Newman, D., & Exum, H. (1998). Facilitating healthy ego development in African American female college students attending predominantly white universities. NASPA Journal, 36(1), 70–80.

    Article  Google Scholar 

  • Jones, C., & Shorter-Gooden, K. (2003). Shifting: The double lives of Black women in America. New York, NY: Perennial.

    Google Scholar 

  • LaFromboise, T., Coleman, H. L. K., & Gerton, J. (1993). Psychological impact of biculturalism: Evidence and theory. Psychological Bulletin, 114, 395–412.

    Article  Google Scholar 

  • Masten, A. S. (1999). Resilience comes of age: Reflections on the past and outlook for the next generation of research. In M. D. Glantz, J. Johnson, & L. Huffman (Eds.), Resilience and development: Positive life adaptations (pp. 289–296). New York, NY: Plenum.

    Google Scholar 

  • Nunez, A. M., & Cuccaro-Alamin, S. (1998). First-generation students: Undergraduates whose parent never enrolled in postsecondary education (NCES 1999-082). Washington, DC: U.S. Government Printing Office, U.S. Department of Education, NCES.

    Google Scholar 

  • Orbe, M. P. (2004). Negotiating multiple identities within multiple frames: An analysis of first-generation college students. Communication Education, 53, 131–149.

    Article  Google Scholar 

  • Orbe, M. P. (2008). Theorizing multidimensional identity negotiation: Reflections on the lived experiences of first-generation college students. New Directions for Child and Adolescent Development, 120,81–95.

    Article  Google Scholar 

  • Orbe, M. P., & Groscurth, C. R. (2004). A co-cultural theoretical analysis of communicating on campus and at home: Exploring the negotiation strategies of first generation college (FGC) students. Qualitative Research Reports in Communication, 5, 41–47.

    Google Scholar 

  • Proudford, K. K., & Thomas, K. M. (1999). Black women as “outsiders within”: A new set of challenges. Diversity Factors, 7, 22–27.

    Google Scholar 

  • Putman, A., & Thompson, S. (2006). Paving the way: First-generation Mexican American community college students in a border community speaking out. International and Intercultural Communication Annual, 29, 121–142.

    Google Scholar 

  • Riehl, R. (1994). The academic preparation, aspirations, and first-year performance of first-generation students. College and University, 70(1), 14–19.

    Google Scholar 

  • Scott, K. D. (2002). Conceiving the language of Black women’s everyday talk. In M. Houston & O. I. Davis (Eds.), Centering ourselves: African American feminist and womanist studies of discourse (pp. 53–73). Cresskill, NJ: Hampton Press.

    Google Scholar 

  • Solorzano, D., & Yosso, T. (2000). Toward a critical race theory of Chicana and Chicano education. In C. Tejeda, C. Martinez, & Z. Leonardo (Eds.), Demarcating the border of Chicana(o)/Latina(o) education (pp. 35–65), Cresskill, NJ: Hampton Press.

    Google Scholar 

  • Solórzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.

    Article  Google Scholar 

  • Spaights, E., & Whitaker, A. (1995). Black women in the workforce: A new look at an old problem. Journal of Black Studies, 25, 283–296.

    Article  Google Scholar 

  • U.S. Census Bureau. (2014). 2009–2013. Gaffney, SC: 5-Year American community survey (ACS). Washington, DC: Author.

    Google Scholar 

  • Zimmerman, M. A., & Arunkumar, R. (1994). Resiliency research: Implications for schools and policy. Social Policy Report: Society for Research in Development, 8(4), 1–20.

    Google Scholar 

  • Zimmerman, M. A., & Brenner, A. B. (2010). Resilience in adolescence: Overcoming neighborhood disadvantage. In J. Reich, A. J. Zautra, & J. S. Hall (Eds.), Handbook of adult resilience (pp. 283–308). New York, NY: Guilford Press.

    Google Scholar 

Download references

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Hollis, T. (2016). Wings and Roots. In: Wiggan, G. (eds) Dreaming of a Place Called Home. Comparative and International Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-441-1_6

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-441-1_6

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-441-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics