{'fraction_non_alphanumeric': 0.01097972972972973, 'fraction_numerical': 0.0, 'mean_word_length': 5.475409836065574, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Immigration and resiliency: unpacking the experiences of high school students from Cape Verde and Ethiopia

This article explores the complex factors, both individual and social, that contribute to the resiliency and academic achievement of six adolescent African immigrant students from Cape Verde and Ethiopia who were enrolled in a small high school in the United States. The school was designed specifically for recent adolescent immigrant students. Using an in-depth qualitative case study research design, this study provides insight into the educational and social issues confronted by these students and the factors that contributed to their resiliency. The competencies and social capital that students acquired in school and at home were major contributing factors to their resilience and academic achievement. Findings show that these students had a supportive social network of family and friends who had encouraged them to succeed in school and provided mentoring, and material and social resources that helped them to succeed. In addition, teachers encouraged and engaged the students by having high expectations and connecting them to the curriculum in meaningful ways.