This article explores the connection of teacher self-efficacy beliefs in promoting student resilience to teaching practice and support of Latino students. Results suggest that efficacy beliefs related to resilience are linked to building important relationships through connecting with students, building on their experiences and knowledge, and understanding the issues they confront. In particular, important to strengthening the academic resilience of Latino students are teachers’ views of their use of Spanish as an asset in their learning as well as the sensitivity teachers displayed around the added stressors Latino students face, such as discrimination and immigrant status.
AlfaroE. C.Umaña-TaylorA. J.Gonzales-BackenM.BámacaM. Y.ZiedersK. H. (2009). Latino adolescents’ academic success: The role of discrimination, academic motivation, and gender. Journal of Adolescence, 32, 941-962.
2.
AlvaS. A. (1991). Academic invulnerability among Mexican American students: The importance of protective resources and appraisals. Hispanic Journal of Behavioral Sciences, 13(1), 18-34.
3.
AlvaS. A.de Los ReyesR. (1999). Psychosocial stress, internalized symptoms, and the academic achievement of Hispanic adolescents. Journal of Adolescent Research, 14(3), 343-358.
4.
AnyonJ. (1980). Social class and the hidden curriculum of work. Journal of Education, 162(1), 67-92.
5.
AnyonJ. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3-42.
6.
ArcherL. (2008). The impossibility of minority ethnic education’s “success”? An examination of the discourses of teachers and pupils in British secondary schools. European Educational Research Journal, 7(1), 89-107.
7.
AshtonP. T.WebbR. B.DodaN. (1982). A study of teachers’ sense of efficacy (Final Report, Vol. 1). Gainesville: University of Florida. (ERIC Document Reproduction Service No. ED 231 834)
8.
BanduraA. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
9.
BlaséJ.BlaséJ. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38(2), 130-140.
10.
BormanG. D.RachubaL. T. (2001). Academic success among poor and minority students. New York, NY: Johns Hopkins University & Howard University. (ERIC Document Reproduction Service No. ED 451 281)
11.
Brice HeathS. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
12.
BrykA.SchneiderB. (2002). Trust in schools. Thousand Oaks, CA: SAGE.
13.
CefaiC. (2004). Pupil resilience in the classroom: A teacher’s framework. Emotional and Behavioral Difficulties, 9(3), 149-170.
14.
LanghoutR. D.RhodesJ. E.OsborneL. N. (2004). An exploratory study of youth mentoring in an urban context: Adolescents’ perceptions of relationship styles. Journal of Youth and Adolescence, 4(33), 293-306.
15.
Delgado-GaitanC.TruebaH. T. (1991). Crossing cultural borders: Education for immigrant families in America. London: Falmer.
16.
DelpitL. D. (1992). Education in a multicultural society: Our future’s greatest challenge. The Journal of Negro Education, 61(3), 237-249.
17.
DenzinN. K. (1970). The research act in sociology. London: Butterworth.
18.
DollB.LyonM. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. The School Psychology Review, 27(3), 348-363.
19.
DonatoR.MenchacaM.ValenciaR. R. (1991). Segregation, desegregation, and integration of Chicano students: Problems and prospects. In ValenciaR. R. (Ed.), Chicano school failure and success: Re-search and policy agendas for the 1990s (pp. 27-63). London: Falmer.
20.
DrydenJ.JohnsonB.HowardS.McGuireA. (1998, April). Resiliency: A comparison of construct definitions arising from conversations with 9-year-old-12-year-old children and their teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
21.
Duncan-AndradeJ.MorrellE. (2009). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools. New York, NY: Peter Lang.
22.
FergusonA. A. (2000). Bad boys: Public schools in the making of Black masculinity. Ann Arbor: University of Michigan Press.
23.
FineM. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany: State University of New York Press.
24.
FosterM. (1993). Educating for competence in community and culture: Exploring the views of exemplary African-American teachers. Urban Education, 27(4), 370-394.
25.
FranquizM. E.SalazarM. (2004). The transformative potential of humanizing pedagogy: Addressing the diverse needs of Chicano/Mexicano students. High School Journal, 87(4), 36-53.
26.
García CollC.LambertyG.JenkinsR.Pipes McAdooH.CrnicK.WasikB. H.Vázquez GarcíaH. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891-1914.
27.
GayG. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press.
28.
GilliganR. (2000). Adversity, resilience and young people: The protective value of positive school and spare time experiences. Children and Society, 14, 37-47.
29.
GonzalezN. (2005). Beyond culture: The hybridity of funds of knowledge. In GonzalezN.MollL. C.AmantiC. (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 29-46). Mahwah, NJ: Lawrence Erlbaum.
30.
GutiérrezK. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164.
31.
GutiérrezK. D.RymesB.LarsonJ. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65(3), 445-471.
32.
HargreavesD. (1994). The new professionalism: The synthesis of professional and institutional development. Teaching and Teacher Education, 10, 423-438.
33.
HolleranL. K.WallerM. A. (2003). Sources of resiliency among Chicano/a youth: Forging identities in the borderlands. Child and Adolescent Social Work Journal, 20(5), 335-350.
34.
HoyW. K.WoolfolkA. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. Elementary School Journal, 93(4), 355-372.
Jindal-SnapeD.MillerD. J. (2008). A challenge to living? Understanding the psycho-social processes of the child during primary-secondary transition through resilience and self-esteem theories. Educational Psychology Review, 20, 217-236. doi:10.1007/s10648.008.9074-710.1007/s10648.008.9074-7
37.
JohnsonB. (2008). Teacher-student relationships which promote resilience at school: A micro-level analysis of students’ views. British Journal of Guidance & Counseling, 36(4), 385-398.
38.
KennyE. M.GallagherL. A.Alvarez-SalvatR.SilsbyJ. (2002). Sources of support and psychological distress among academically successful inner-city youth. Adolescence, 145(37), 161-182.
39.
KnightC. (2007). A resilience framework: Perspectives for educators. Health Education, 107(6), 543-555.
40.
KozolJ. (1992). Savage inequalities: Children in America’s schools. New York, NY: HarperCollins.
41.
Ladson-BillingsG. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco, CA: Jossey-Bass.
42.
Ladson-BillingsG. (2000). Fighting for our lives: Preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206-214.
43.
LeeC. D. (2007). Culture, literacy, and learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.
44.
LeeV. E.SmithJ. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2), 103-147.
45.
LevinH. M. (1987). Accelerated schools for disadvantaged students. Educational Leadership, 44, 19-21.
46.
LutharS. S. (2006). Resilience in development: A synthesis of research across five decades. In CicchettiD.CohenD. J. (Eds.), Risk, disorder, and adaptation (2nd ed., Vol. 3, pp. 739-795). New York, NY: John Wiley.
47.
LynskeyM.FergussonD. (1997). Factors protecting against the development of adjustment difficulties in young adults exposed to childhood sexual abuse. Child Abuse and Neglect, 21(12), 1177-1190.
48.
MartinezC. R.DeGarmoD. S.EddyM. J. (2004). Promoting academic success among Latino youths. Hispanic Journal of Behavioral Sciences, 26, 128-151.
49.
MastenA. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238.
50.
MastenA. S.CoatsworthJ.DouglasC. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 56(3), 205-220.
MilnerH. R.Woolfolk HoyA. (2003). Teacher self-efficacy and retaining talented teachers: A case study of an African American teacher. Teaching and Teacher Education, 19, 263-276.
53.
MollL.GonzalezN. (2004). Engaging life: A funds of knowledge approach to multicultural education. In BanksJ. A.Banks McGeeC. A. (Eds.), Handbook of research on multicultural education (2nd ed., pp. 699-715). San Francisco, CA: Jossey-Bass.
NietoS. (2003). Challenging current notions of “highly qualified teachers” through work in a teachers’ inquiry group. Journal of Teacher Education, 54(5), 386-398.
56.
NoddingsN. (1992). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Press.
57.
O’ConnorC. (1997). Dispositions toward (collective) struggle and educational resilience in the inner city: A case analysis of six African-American high school students. American Educational Research Journal, 34(4), 593-629.
58.
PajaresM. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
59.
PangV. O.SablanV. A. (1998). Teacher efficacy: How do teachers feel about their abilities to teach African American students? In DilworthM. E. (Ed.), Being responsive to cultural differences: How teachers learn (pp. 45-65). Thousand Oaks, CA: Corwin Press.
60.
PattersonJ. A.HaleD.StessmanM. (2008). Cultural contradictions and school leaving: A case study of an urban high school. The High School Journal, 91(2), 1-15.
61.
PayneR. S. (1994). The relationship between teachers’ beliefs and sense of efficacy and their significance to urban LSES minority students. Journal of Negro Education, 63, 181-196.
62.
PerezS. A. (2000). An ethic of caring in teaching culturally diverse students. Education, 121(1), 102-105.
63.
PiantaR. C.WalshD. J. (1998). Applying the construct of resilience in schools: Cautions from a developmental systems perspective. The School Psychology Review, 27(3), 407-417.
64.
RamirezR. R.de la CruzP. G. (2002). The Hispanic population in the United States: Current population reports (pp. 20-545). Washington, DC: U.S. Census Bureau.
65.
ReeveJ. (2006). Extrinsic rewards and inner motivation. In EvertsonC. M.WeinsteinC. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 645-664). Mahwah, NJ: Lawrence Erlbaum.
66.
RewL.Taylor-SeehaferM.ThomasN. Y.YockeyR. D. (2001). Correlates of resilience in homeless adolescents. Journal of Nursing Scholarship, 33(1), 33-40.
67.
RhodesJ. E.GrossmanJ. B.ReschN. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child Development, 6(71), 1662-1671.
68.
RossJ. A.GrayP. (2006) Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179-199.
69.
ShaughnessyM .F. (2004). An interview with Anita Woolfolk: The educational psychology of teacher efficacy. Educational Psychology Review, 16(2), 153-176.
70.
SmithD. L.SmithB. J. (2009). Urban educators’ voices: Understanding culture in the classroom. The Urban Review, 41(4) 334-351.
71.
SoodakL. C.PodellD. M. (1994). Teachers’ thinking about difficult-to-teach students. Journal of Educational Research, 88(1), 44-51.
72.
SosaT. (2008). In their own voices: Teacher impact on the resilience of Mexican-American students. Doctoral dissertation, University of Illinois, Chicago.
73.
SosaT.GomezK. (2011). Positioning urban teachers as effective: Their discourse on students. Education and Urban Society. Advance online publication. doi:10.1177/001312451140399510.1177/0013124511403995
74.
Stanton-SalazarR. D.SpinaS. (2003). Informal mentors and role models in the lives of urban Mexican-origin adolescents. Anthropology & Education Quarterly, 3, 231-254.
Tschannen-MoranM.Woolfolk-HoyA.HoyW. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
77.
TuckerC. M.PorterT.ReinkeW. M.HermanK. C.IveryP. D.MackC. E.JacksonE. S. (2005). Promoting teacher efficacy for working with culturally diverse students. Preventing School Failure, 50(1), 29-34.
78.
ValenzuelaA. (1999). Subtractive schooling: U.S. Mexican youth and the politics of caring. Albany: State University of New York Press.
79.
VillegasA. M.LucasT. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(20), 20-32.
80.
WallerM. A. (2001). Resilience in ecosystemic context: Evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290-297.
81.
WangM. C. (1998). Building educational resilience. Phi Delta Kappa Fastback, 4(30), 1-64.
82.
WangM. C.HaertelG. D.WalbergH. J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84(1), 30-43.
83.
WareF. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41(4), 427-456.
WoolfolkA. E.HoyW. K. (1990). Prospective teachers’ sense of efficacy and belief about control. Journal of Educational Psychology, 82(1), 81-91.
86.
WongC. A.EcclesJ. S.SameroffA. (2003). The influence of ethnic discrimination and ethnic identification on African American adolescents’ school and socioemotional adjustment. Journal of Personality, 71(6), 1197-1232.
