Waxman, Hersh C., Padrón, Yolanda N., & Gray, Jon P. (Ed.). (2004). Educational resiliency: Student, teacher and school perspectives. Reviewed by Deborah S. Wheeler, University of Hartford

Waxman, Hersh C., Padrón, Yolanda N., & Gray, Jon P. (Ed.). (2004). Educational resiliency: Student, teacher and school perspectives. Greenwich, CT: Information Age Publishing. 279 pp. $26.95 (Paperback) ISBN 1-931576-08-4 $59.95 (Hardcover) ISBN: 1-931576-09-2 Reviewed by Deborah S. Wheeler University of Hartford January 21, 2005 Prevention efforts to support marginal students have traditionally focused on identification of the factors that place them “at-risk” for adverse educational outcomes. A paradigm shift has occurred during recent years, as attention of researchers has evolved from a focus on the factors that place students “at-risk” to attention on the identification and development of resiliency factors that increase the ability of these students to achieve academic success. Berliner and Bernard (1995), among others, strongly recommend that educational leaders adopt this alternative policy approach, which utilizes development of “protective factors” as a framework to empower students to survive precarious environments, rather than continuing to base intervention on attempted treatment of the environmental factors that place students at risk. Waxman, Padrón and Gray (2004) have provided a comprehensive introduction to educational resiliency factors and their role in supporting students previously identified as “at-risk” . Viewing the construct of resilience as “alterable processes or mechanisms that can be developed and fostered” (Waxman et al., p. 4), the authors recognize resilience as an intervention framework that can successfully “promote skills and characteristics associated with student success in school” (p. 4). They effectively reject the model of risk orientation as the primary focus of educators attempting to remediate school failure. In its place, resilience is offered by one of the book’s contributors as “a strength based approach to a global view of the whole child, not at a given point in time per se, but long term, as it evolves over one’s life” (Brown, 2004, p. 22). Educational Resiliency is the first volume in Waxman, Padrón, and Gray’s series Research in Educational Diversity and Excellence, designed to focus attention on the issues associated with education of students placed at risk of academic failure by factors of race, poverty, linguistic, and cultural diversity. Organized into three sections, the book provides a broad overview of empirical research in the areas of educational resiliency, factors that promote student resiliency, and enhancement of resiliency through school and community efforts. Waxman, Padrón, and Gray have recruited a cadre of authors well-versed in the area of educational resiliency, who offer a comprehensive range of research interests and professional experience as they inform the discussion of resiliency and implications for K-12 schools. Of particular interest to the practicing educator are the work of McGinty (2004) addressing idiosyncratic credit, and Topf, Frazier-Maiwald, and Krovetz’ (2004) framework for developing school-based resilient learning communities. McGinty’s (2004) qualitative research examined patterns of behavior of resilient female high school students, the type of students formerly described as “at-risk”, who remained in school and achieved some degree of academic success. McGinty investigated the educational experiences of five students whose ability to garner support from significant adults within the school created a system within which they were able to succeed in spite of behavior that deviated from the norm. Each student did this through building idiosyncratic credit, defined by McGinty as acting “in ways that later allowed them to deviate from the norm and still be accepted by teachers and administrators” (p. 165). Demonstrating, over a period of time, that they were capable of achieving academic success resulted in the building of “credit” with school staff that later allowed their poor attendance and late submission of work to be tolerated. McGinty identified several character traits demonstrated by these students as illustrations of their resiliency. Maturity, an ability to gain adult supporters, and responsiveness to opportunity, allowed these students to take control of their learning situations. “If students learned what the school valued and if they knew how to make that knowledge work for them, then they would be successful” (p. 169). An understanding of this construct could enable other educators to foster such character traits in their own marginal students. Topf, Frazier-Maiwald, and Krovetz (2004) address the practical aspects of creating a school environment that fosters resiliency for the benefit of all stakeholders: children, parents, and faculty. Citing Bernard (1991), Toph et al. recognize four attributes common to resilient children: social competence, problem-solving skills, autonomy, and a sense of purpose. In addition, they identify protective factors that cultivate resilience in schools: caring, high expectations, purposeful support, opportunities for meaningful participation, and effective instruction. Through a case study conducted in the Oak Grove (California) School District, Toph et al. illustrate progress being made in closing the achievement gap between minority and white students through implementation of an instructional program that reinforces these protective factors. Sizer and Sizer’s (1999) insistence on creation of school environments that help students “reach for the best version of themselves” (p. xiii) is echoed by Toph, Frazier-Maiwald, and Krovetz’ (2004) finding that both the practices and culture of schools must be designed to support students in achieving their academic potential. A school climate that promotes a resiliency focus integrates several key aspects into the core of their culture: collegiality, intellectual stimulation, respect, voice, and increased job satisfaction. In summary, Toph, Frazier-Maiwald, and Krovetz inform their readers, “Supporting resiliency in children is based on deeply held beliefs that what we do every day in our schools makes a difference in their lives” (p. 223). In their recommendations for future research, Waxman, Brown, and Chang (2004) discuss cautions related to promoting resiliency in schools, citing the intensity of effort required to implement such programs. In addition, the current systemic emphasis on standardized testing limits the capacity of schools to focus time and resources on initiatives that do not directly influence accountability measures. Waxman et al. encourage researchers to engage in further research, especially experimental research, to further expand our understanding of the influence of resilience on both student and teacher outcomes. References Berliner, B.A. & Bernard, B. (1995). More than a message of hope: A district level policymaker’s guide to understanding resiliency. Western Regional Center for Drug-Free Schools and communities. (ERIC Document Reproduction Service No. ED387946) Brown, J. H. (2004). Resilience: Emerging social constructions in educational policy, research, and practice. In H. Waxman, Y. Padrón, & J. Gray (Eds.), Educational resiliency: Student, teacher, and school perspectives (11-36). Greenwich, Connecticut: Information Age Publishing. McGinty, S. (2004). The student-teacher axis. In H. Waxman, Y. Padrón, & J. Gray (Eds.), Educational resiliency: Student, teacher, and school perspectives (157-173). Greenwich, Connecticut: Information Age Publishing. Sizer, T. R. & Sizer, N. F. (1999). The students are watching. Boston: Beacon Press. Topf, R.S., Frazier-Maiwald, V. & Krovetz, M.L. (2004). Developing resilient learning communities to close the achievement gap. In H. Waxman, Y. Padrón, & J. Gray (Eds.), Educational resiliency: Student, teacher, and school perspectives (205-226). Greenwich, Connecticut: Information Age Publishing. Waxman, H. C., Brown, A., & Chang, H.L. (2004). Future directions for educational resiliency research. In H. Waxman, Y. Padrón, & J. Gray (Eds.), Educational resiliency: Student, teacher, and school perspectives (263-273). Greenwich, Connecticut: Information Age Publishing. About the Reviewer Deborah S. Wheeler is a central office administrator in a Connecticut school district, and is a student in the doctoral program in Educational Leadership at the University of Hartford. Her research interests center on the effects of resiliency factors on retention of school administrators.