| Purpose. The purpose of this study was to examine resilient behaviors perceived by successful African-American women in education who have overcome barriers. The focus was to examine how they perceived that they were able to apply protective experiences or resilient behavior to overcome their barriers, obstacles, and challenges.; Methodology. Case study research design was used to collect qualitative data. Using purposive sampling and the snowball technique, potential subjects were contacted via written request and follow-up telephone calls. All subjects were screened using criteria of: (1) African-American female, (2) successful in a leadership role in education such as principal or above, (3) have experienced some type of barrier, obstacle, or challenge in life, and (4) have overcome the barrier(s). Twelve women in the state of California were selected and interviewed. A semistructured interview guide was designed by the author and field-tested by expert panel members.; Findings. The female subjects learned and relied upon their internal and external protective experiences such as determination, persistence, spiritual faith, and external support. Next, barriers experienced by subjects were poverty, racism, limited family relationships, discrimination, academic disability, single-parent family, and limited resources within the school, home, and community environments. Finally, a theory was developed from the data collected: resiliency is a learned behavior that is based on individual experiences or circumstances, and resilient individuals develop protective behaviors (internal) at various stages of life and rely upon support (external) to overcome their individual barriers.; Conclusions and recommendations. The study concluded with several recommendations: (1) Provide researched-based information that promotes resilient behaviors for both individual and healthy family lifestyles to schools and social agencies that serve the African-American and other minority populations. (2) Maximize resources to bridge families with support that foster resiliency. (3) Incorporate the concept of developmental assets and resiliency at early stages of development for internal behaviors and external experiences. (4) Create learning environments and a culture that promote and support resiliency through high expectations, caring relationships, and meaningful participation. (5) Public and private agencies must scan low socioeconomic communities and implement multifaceted programs that foster and promote resiliency for support in overcoming barriers. (6) Educational leaders must have a cultural understanding of the effects of poverty with a clear vision for closing the academic gap. (7) Public and private agencies should promote resiliency and healthy families through ongoing systematic parent involvement, parental workshops, and trainings. |
