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19 - Learning from the Perspectives of At-Risk Resilient Ethiopian Students

How School-Based Resilience Arises from Connectedness, Competence, and Contribution

from Part III - Regional and Country Case Studies on Social Justice for Youth

Published online by Cambridge University Press:  18 September 2020

By
Maura Mulloy
Edited by
Caroline S. Clauss-Ehlers ,
Aradhana Bela Sood  and
Mark D. Weist
Caroline S. Clauss-Ehlers
Affiliation:
Rutgers University, New Jersey
Aradhana Bela Sood
Affiliation:
Virginia Commonwealth University
Mark D. Weist
Affiliation:
University of South Carolina
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Summary

This chapter draws upon the firsthand perspectives of high-needs secondary school students in Addis Ababa, Ethiopia so as to highlight programmatic supports that enabled them to overcome barriers to finish secondary school and pursue higher education. Using a resilience lens, this chapter outlines a network of school-based supports and relationships that empowered students to achieve success despite challenging life circumstances. The spotlighting of these oft-unheard student voices as they reflect upon contextualized resilience processes represents a critical addition to the research literature, as well as an important stakeholder perspective to inform the crafting of school-based programs and policies in high-need countries and contexts.

Keywords

Ethiopiasocial justicepovertyresiliencesecondary schoolacademic success
Type
Chapter
Information
Social Justice for Children and Young People
International Perspectives
 , pp. 302 - 315
Publisher: Cambridge University Press
Print publication year: 2020

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References

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