Poster presented at the annual conference of the American Counseling Association, Honolulu, HI. 2014, March

Abel, Nick R.

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Butler UniversityDigital Commons @ Butler UniversityScholarship and Professional Work – Education College of Education3-2014Academic Resilience in African American andLatina/o Adolescents: A Study of EmotionalIntelligence, Discrimination, and GPANick R. AbelButler University, nabel@butler.eduFollow this and additional works at: http://digitalcommons.butler.edu/coe_papersPart of the Student Counseling and Personnel Services CommonsThis Presentation is brought to you for free and open access by the College of Education at Digital Commons @ Butler University. It has been acceptedfor inclusion in Scholarship and Professional Work – Education by an authorized administrator of Digital Commons @ Butler University. For moreinformation, please contact fgaede@butler.edu.Recommended CitationAbel, Nick R., "Academic Resilience in African American and Latina/o Adolescents: A Study of Emotional Intelligence,Discrimination, and GPA" (2014). Scholarship and Professional Work – Education. Paper 26.http://digitalcommons.butler.edu/coe_papers/26ACADEMIC RESILIENCE IN AFRICAN AMERICAN & LATINA/O ADOLESCENTS: A STUDY OF EMOTIONAL INTELLIGENCE, DISCRIMINATION, & GPA Dr. Nick Abel, Assistant Professor of Counselor Education  Literature Review Current Study Implications Academic Resilience: • Academic success despite statistical unlikelihood (Morales & Trotman, 2010) • Studies of successful students to better understand traits and factors that contribute to success.  Discrimination: • Discrimination is a regular and significant part of life for many students of color in the U.S. (Greene, Way, & Pahl, 2006; Rosenbloom & Way, 2004) • Ability to recognize discrimination begins developing around 5 or 6, and is well-developed by age 10 (Brown & Bigler, 2005) • Neblett et al. (2006) found that student perceptions of discrimination negatively predicted three academic outcomes (self-reported GPA, academic curiosity, and academic persistence) among 548 African American students in grades 7 to 10 Trait Emotional Intelligence: • “self-perceptions concerning one's ability to recognize, process, and utilize emotion-laden information” (Petrides et al., 2004, p. 278)  • Studies have linked EI and academic achievement in high school and college students (Parker, Creque, et al., 2004; Parker, Summerfeldt et al., 2004; Schutte et al., 1998), although this is not universally supported (see Bastian, Burns, & Nettelbeck, 2005; Mavroveli & Sánchez-Ruiz, 2011; Newsome, Day, & Catano, 2000; O’Connor & Little, 2003) • EI & academics with diverse samples: •  Ford, Kokjie, and Lewis (1996): EI contributed 5.5% of variance  to academic resilience •  Morales (2008; 2010) qualitative research, assigned EI key place in Resilience Cycle  Methods: • 79 Afr Amer & Latina/o HS students (38% response) • EI measure: TEIQue—ASF (Petrides et al., 2006) • Disc measure: School Disc Scale (MADICS Study; Eccles, et al.)  Question 1: To what extent do EI & discrimination predict GPA in Afr Amer & Latina/o HS students? • No relationship in sample : F(2, 71) = 2.098, p = .13 • Sig model for males: F(2, 26) = 3.921, p = .032  • 17.3% of the variance in GPA   Question 2: Does EI moderate the relationship between discrimination and GPA? • No relationship in sample: (p = .827)  Question 3: Is there a difference by gender in perceptions of discrimination at school? • No significant difference (t(45) = .79, p = .434) Question 4: Does gender moderate the relationship between discrimination and GPA in the sample? • No relationship in sample: (p = .057), BUT:  Gender Matters: • Sig model for males, but not females • Supports previous research: (Alfaro et al., 2009; Chavous et al., 2008; Cogburn et al., 2011) • Reasons are unclear, but socialization may play a role (Azmitia & Brown, 2000; Valenzuela, 1999) Discrimination: • Contributed to GPA in males, but not females.  Why? • Counselors/educators must work to reduce disc • School wide: cultural awareness and competency of school staff (Hollie, 2011; Singleton, 2005), anti-racism with students (Insley, 2010; West Metro Education Program, 2013) • Individuals:Increased ethnic identify may mitigate the impact of disc on Latina/o students (Umana-Taylor, Vargas-Chanes, Garcia, & Gonzales-Backen, 2008); strong group connectedness (O’Connor, 1999; Sanders, 1997; Ward, 1990) and a positive group identity (Wong et al., 2003) can shield students; Sample group in school: “The Brotherhood” (Wyatt, 2009) Emotional Intelligence: • Contributed to GPA in males, but not females.  Why? • Findings conflict with those of qualitative researchers (Morales, 2010).  Why?  More Research Needed: • Role of gender in academic resilience • Role of EI • Role of discrimination—especially in males • Other factors contributing to academic success • Longitudinal studies • Advanced quantitative methods (SEM, etc.)  

Academic Resilience in African American and Latina/o Adolescents: A Study of Emotional Intelligence, Discrimination, and GPA

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Academic Resilience in African American and Latina/o Adolescents: A Study of Emotional Intelligence, Discrimination, and GPA

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