THE LANGUAGE OF SUCCESS: A CASE STUDY OF THE ACADEMIC

ACHIEVEMENT OF ESL STUDENTS WHO THRIVE IN SPITE OF

LANGUAGE BARRIERS

by

Martine Sabine Sylvain

HILDA R. GLAZER, EdD, Faculty Mentor and Chair

SANDRA KOSTERE, PhD, Committee Member

SHARLENE ADAMS, PhD, Committee Member

David Chapman, PsyD, Dean, Harold Abel School of Social and Behavioral Sciences

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

Capella University

October 2010

UMI Number: 3427472

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© Martine Sylvain, 2010

Abstract

There is a widening gap between the academic achievement of English as a second

language (ESL) students and the rest of the school population as students reach higher

levels of education. ESL students face the challenge of not only learning the language

and their subjects but also adapting to the demands of different cultures. In spite of these

challenges, some ESL students are resilient and succeed academically. The purpose of

this study was to identify the factors that led to academic resilience among a sample of

ESL college students. This qualitative case study sought to identify prevalent themes and

patterns of ESL students who were able to thrive in spite of the odds. The themes and

patterns demonstrate the way different life experiences that have occurred in the lives of

ESL students and the choices made by ESL students have made achieving academic

resilience possible. The findings also highlight the importance of having a support

system and the desire to make that support system proud has had an impact upon the

achievement of academic resilience.

ii

Dedication

This research is dedicated to all of the people who have positively impacted my

life throughout the years. I want to first recognize the man who has been the foundation

of my family, my wonderful grandfather, Acréus Jean Fils-Aimé, also lovingly known as

Papa Ti-Cré. Before I was even born, he had made a way so that this day would be

possible by impressing upon my mother the importance of an education. The power of his

love has outlasted his lifetime. This research is in remembrance of Papa Ti Cré. I will

always love you, Papa Ti-Cré.

Dr. Brenda Cloud, I want to thank you for taking the time to direct me in a way

that only you can. One of the reasons I made it is because of the way you took the time to

show that you care. Kétsia Similien, I found new strength during this process as you

showed me the true nature and character of courage. Kétsia, my life will never be the

same because of you.

Last, but not least, I want to thank my heroic and incredible mother, Mimose Fils-

Aimé. Words can never express my gratitude. Thank you for your love, dedication, and

the way you made this process possible. I also want to thank you for allowing me to

dream big dreams. Your love for me contributed to this success by helping to shape me

into the person that I have become. I dedicate this to you, Mother, because you are “the

wind beneath my wings.”

There are so many other unsung heroes, such as family, friends, and classmates,

that I did not have the privilege to mention. However, I want you to know from the

bottom of my heart that I am forever grateful for the efforts, love, and dedication that you

gave me so that I would be able to do this. I thank your for friendships; constant prayers;

iii

and encouragement; for opening your hearts to me; and for being there for me when I

needed you the most. I am a better person because of it, which is why I also am

dedicating this research to you. Most importantly, I want to thank my God for believing

in me, making the impossible possible, and keeping me throughout this process. To me,

the completion of this research is a testimony of where the love of God has led my life.

Therefore, I dedicate the accomplishment of completing this research to God.

iv

Acknowledgments

I am overwhelmed by the level of support and dedication given to me by Dr.

Hilda Glazer. Indeed, it has been my privilege to have had Dr. Glazer as a mentor. Dr.

Glazer has made this process the most wonderful. She inspired greatness and excellence

in the work that only can be mentored through someone with such characteristics. Her

never-ending encouragement, kindness, patience, and expertise helped me to grow and

achieve during this gruesome process. Dr. Glazer‟s personal approach helped to ease the

natural challenges that come with research.

I also would like to acknowledge the great work of my committee members, Dr.

Sandra Kostere and Dr. Sharlene Adams. Dr. Kostere guided me with her expertise in

qualitative study while encouraging me to expand my mind during this process. Dr.

Kostere showed me how to make this research academic and personalize it in a way that

would bring greater insight to the reader. At the same time, Dr. Sharlene Adams ensured

that nothing was left unresolved. Dr. Adams‟s diligence and constant advice provided me

with the necessary knowledge to make this research a work of distinction. The

contributions made by the entire committee made this challenging process easier to

endure. Every member made me feel valued and provided me with their own remarkable

perspectives that gave me great admiration for these wonderful professors. Together, Dr.

Glazer, Dr. Kostere, and Dr. Adams used their expertise by making sure that this research

would be worthy of representing the values of hard work, dedication, great team work,

and excellence.

v

Table of Contents

Dedication i

Acknowledgments iv

CHAPTER 1. INTRODUCTION 1

Background of the Problem 1

Statement of the Problem 7

Purpose of the Study 7

Significance of the Study 8

Research Design 9

Research Question 10

Definitions of Terms 11

Assumptions and Limitations 11

Summary 11

CHAPTER 2. LITERATURE REVIEW 13

Introduction 13

Immigration and ESL Students 14

Impact of Diversity on Colleges 15

Educational Challenges Faced by Many ESL Students 16

Affirmative Action, Diversity, and Testing in College 20

Learning Experience 22

Mental Processes of Learning 22

Impact of Self-Esteem, Self-Efficacy, and Motivation on ESL Students 24

Perception and ESL Students 27

vi

Learning a Second Language 28

Bandura‟s Theory of Learning 30

Different Aspects of Resilience 30

The Study of Resilience 32

Literature Review Summary 33

CHAPTER 3. METHODOLOGY 35

Statement of the Problem 35

Purpose of the Study 35

Research Question 35

Research Design 35

Study Participants 37

Data Collection 40

Data Analysis 42

Presentation of the Findings 44

Instruments 45

Role of the Researcher 45

Summary 47

CHAPTER 4. DATA COLLECTION AND ANALYSIS 48

The Study and the Researcher 48

Description of the Sample 49

Research Methodology Applied to Data Analysis 50

Presentation of Data and Results of Analysis 53

Theme 1: Support System 55

vii

Theme 2: Value System 61

Theme 3: Inner Strength 68

Theme 4: Hope 75

Theme 5: Past Experiences 78

Theme 6: Adversities 82

Theme 7: Influences 86

Theme 8: Adjustments 91

Theme 9: Personal Characteristics 95

Synthesis 100

Lessons Learned 105

Summary 106

CHAPTER 5. DISCUSSION OF THE RESULTS 108

Introduction 108

Summary of the Results 108

Discussion of the Results 110

Theme 1: Support System 112

Theme 2: Value System 113

Theme 3: Inner Strength 115

Theme 4: Hope 118

Theme 5: Past Experiences 120

Theme 6: Adversities 122

Theme 7: Influences 124

Theme 8: Adjustments 127

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Theme 9: Personal Characteristics 129

Discussion of the Conclusions in Relation to the Literature and the Field 130

Limitations 135

Recommendations for Future Research or Interventions 136

Conclusion 137

REFERENCES 138

APPENDIX A. GUIDED INTERVIEW QUESTIONS 147

1

CHAPTER 1. INTRODUCTION

Background of the Problem

The academic achievement gap between native and nonnative English speakers

tends to expand as they progress through school (López & Tashakkori, 2004). The ability

of students to acquire the English language while meeting the demands of the classroom

appears to be an insurmountable task (Garcia, 2000). Many adult learners who are

English as a second language (ESL) students have abandoned their schooling, in spite of

the help provided by volunteer teachers (Mathews-Aydinli, 2008). The challenges faced

by ESL students often expand into their ability to adapt to the American culture (López &

Tashakkori, 2004). Moreover, some ESL students‟ disadvantaged status in the school

setting and their lower socioeconomic background predispose them to the risk of

academic failure (López & Tashakkori, 2004). The school system tends to provide an

“unequal opportunity to learn” (Weinstein, Gregory, & Strambler, 2004, p. 512).

“However, not all socially disadvantaged students are at-risk and, conversely, not all

advantaged students are academically successful” (Boon, 2008, p. 83).

In the face of failure, being resilient helps individuals to withstand crises (Cascio,

2009). A lack of resilience can lead to more stress, which can cause individuals to

become more prone to adverse reactions, including illness (Cohen, Tyrell, & Smith,

1993). Therefore, being able to recognize the factors that affect the spirit of resilience is

beneficial to individuals and society. To thrive when facing adversity can be difficult, but

resilient individuals still manage to do so (De Civita, 2006). Positive coping mechanisms

can make a difference between a life that is more productive and one that is less

productive (Anon, 2007). In the school setting, resilience is demonstrated by students

2

who are able to achieve academically in spite of adverse circumstances (Fránquiz & del

Carmen Salazar, 2004).

Many researchers have concentrated on the personality traits that foster resilience

(Anthony, 2008; Bayat, 2007; Clinton, 2008; Hodes, Jagdev, Chandra, & Cunniff, 2008;

Li, 2008), but a growing number of researchers have addressed academic resilience

among different groups, including minorities and urban youth (Condly, 2006; Kanevsky,

Corke, & Frangkiser, 2008; Martin & Marsh, 2006). However, little is known about the

unique challenges that ESL students face or the way that they are able to attain academic

resilience.

The growth in the number of immigrants to the United States has led to a

burgeoning population of foreign adult students (Starr, 2001). ESL students are the

“fastest growing segment of the student population by a wide margin” (Genesee,

Lindholm-Leary, Saunders, & Christian, 2005, p. 364). Colleges in the United States

reported 586,323 international students for the 2002-2003 academic year (Poyrazli &

Grahame, 2007). Some adult learners are ill equipped to achieve academic success

because of the many challenges that they have to overcome. Some come to the United

States with little schooling and do not possess the study skills necessary to achieve

academically. Many adult students also face family responsibilies and great financial

distress, factors that make it difficult for them to focus on their studies (Yang, 2005).

Nonetheless, in spite of their overwhelming challenges, adult ESL learners are typically

willing to attempt being successful through hard work and motivation (Starr, 2001).

ESL students‟ development of the English language can prove crucial to their

academic success, but learning English proficiently takes time. The failures of ESL

3

students in college could potentially be attributed to several factors, including deficiency

in the first-language acquisition of writing and reading skills, insufficient target language

use, limited exposure and practice of the English language, and the practice of speaking

their native language in the home (Song, 2006; Starr, 2001). The proficient acquisition of

English language skills takes several years, and many challenges come with that

acquisition (Genesee et al., 2005). Academic English proficiency could take 4 to 7 years

to acquire, and oral proficiency could take 3 to 5 years to develop (López & Tashakkori,

2004).

In addition, ESL students have to deal with the frustration of slowly learning a

new language that can be demanding; for example, many English words have more than

one meaning (Starr, 2001). Progress occurs more quickly from the beginning to the

middle level of English proficiency than from the middle to the upper levels of English

proficiency (Genesee et al., 2005). The use of English inside and outside of the school

setting tends to increase proficiency, even though it may not be sufficient for the learners

to achieve complete proficiency. On the other hand, ESL students are more capable of

engaging in the use of academic language once they achieve increased proficiency of the

English language (Genesee et al., 2005).

ESL students possess “a wider repertoire of language learning strategies”

(Genesee et al., 2005, p. 366), which could mean that these qualities could increase

academic achievement. In addition, ESL students possess a bilingual reservoir of cross-

language skills that uniquely provides them with the tools to achieve the needed skills in

the literacy of a second language (Genesee et al., 2005). Many unique attributes impact

ESL students. Certain concepts can be discovered only by speaking directly to those who

4

are able to express what it takes to achieve and overcome the barriers in the school

system.

Some ESL students face difficulties in forming relationships, which brings added

stress to their personal and academic lives. At the same time, being an immigrant student

means having to form a new social network, coping with the loss of social support, and

making new friends. However, the language barriers that ESL students face often make it

difficult for them to cultivate the necessary relationships with advisors, peers, teachers,

and other community stakeholders (Poyrazli & Grahame, 2007). At the same time, many

ESL students find it difficult to express their ideas because of their lack of confidence in

their ability to communicate (Poyrazli & Grahame, 2007).

In addition, cultural norms sometimes weaken the students‟ need to form

relationships with their teachers. For instance, Koreans‟ view of the teachers‟ role as the

absolute authority will prevent them from asking questions (Lee & Carrasquillo, 2006).

To add to the pressure, some immigrant students also have to deal with the added scrutiny

and state of suspicion that formed in the wake of the September 11, 2001, terrorist

attacks. All these factors have an impact upon the students‟ psychological well-being

(Poyrazli & Grahame, 2007).

Some stressors unique to ESL students impact their psychological welfare. Some

students have had to relocate, a reality that could cause disorientation as well as

homesickness (Poyrazli & Grahame, 2007). Some ESL students have the added stress of

learning how to balance the demands of the host culture with those of their new culture

(Starr, 2001; Sue & Sue, 2003). Some school systems progressively encourage minorities

to internalize negative self-perceptions related to their ability to learn (Weinstein et al.,

5

2004). Many times, discrimination leads these students to limit their associations to

certain individuals, thus impeding their progress even more.

Many students from other countries have to face the same stress as their peers but

with the added stresses of feelings of powerlessness, alienation, and depressive reactions.

The challenges facing ESL students could explain why they are overrepresented in the

population of students with learning difficulties, as are found in special education

(Weinstein et al., 2004; Sue & Sue, 2003). In the end, it is not only that these stressors

affect international students but also that the available resources to combat those stressors

are not as readily available to them (Poyrazli & Grahame, 2007). Students who may not

have to face these types of situations are able to have a greater network of support to

assist them in dealing with their obstacles.

According to Song (2006), ESL students need support services, early intervention,

more individual conferences between students and instructors, individualized tutoring

assistance, and better communication between counselors and instructors. Boon (2008)

stated that the home and school communities can improve students‟ ability to achieve

academic resilience. Though this assertion may be true, it has not necessarily been proven

to be the case for ESL students. Unanswered questions remain about the academic

resilience of ESL students: How does a spirit of resilience originate, and how is it

maintained by ESL students? What factors may be true for one population, but may not

necessarily always apply to another? How can two ESL students face similar

circumstances but have different outcomes?

Many quantitative studies concerning the obstacles that ESL students face and the

factors that enhance their possibilities of achieving academic resilience have been

6

conducted (Genesee et al., 2005; Martin & Marsh, 2006; Mathews-Aydinli, 2008; Miller

& Bradbury, 1999). Self-efficacy, self-esteem, perception, motivation, testing, mental

processes, background, interpersonal relationships, cultures, and the learning process

potentially impact academic resilience (Katz & Assor, 2007; Malpass, O‟Neil, &

Hocevar, 1999; May, Bidgood, & Saebi, 2006; Rubenstein, 2006; Song, 2006; Wasonga,

Christman, & Kilmer, 2003). However, researchers have failed to explore the experiences

and provide an in-depth understanding of the academic resilience demonstrated by ESL

students. Hearing the experience of someone brings greater understanding to the situation

as well as more information about what else needs to be learned because everyone‟s

perception is different. After having conducted a thorough analysis of the research on

ESL students, Mathews-Aydinli concluded that more research is needed on this

population.

According to qualitative researchers, truth is relative (Creswell, 2007; Patton,

2002). However, each story brings the research closer to the truth and provides a new

perspective of that truth. Each perception brings a new richness to the experience of the

individual. A case study provides more insight into the world of ESL students who have

managed to overcome and achieve academically in spite of the odds against them. This

case study used themes that emerged from the collected data. A final report was

generated to present the lessons learned from this case study.

No preconceived theories were used to guide this research; rather, the theory of

resilience informed the study. Luthar and Cicchetti (2000) defined resilience as the

“dynamic process encompassing positive adaption within the context of significant

adversity” (p. 543). Two main conditions must be met to fulfill the conditions of

7

resilience: (a) Someone has to face severe adversity or threat, and (b) in spite of major

assaults on the developmental process, positive adaptation must be achieved (Luthar &

Zigler, 1991; Masten, Best, & Garmezy, 1990). This study focused on the academic

resilience of ESL students who were able to “sustain high levels of achievement

motivation and performance, despite the presence of stressful events and conditions that

place them at risk of doing poorly in school and, ultimately, dropping out of school”

(Alva, 1991, p. 19).

Statement of the Problem

The problem that this study addressed is the lack of research addressing the

challenges facing ESL students and identifying what contributes to the academic

resilience of some ESL students. Researchers have addressed academic resilience

(Condly, 2006; Kanevsky et al., 2008; Martin & Marsh, 2006), but not in relation to ESL

students. On the other hand, there has been copious research on ESL students‟

experiences (Malabonga & Pasnak, 2002; Miller & Bradbury, 1999; Rubenstein, 2006;

Santos, 2004; Wason-Ellam, 2001). Nevertheless, researchers have failed to describe the

way in which resilient ESL college students from different cultures have been able to

experience academic achievement.

Purpose of the Study

The purpose of this study was to identify the factors that allow ESL students to

attain academic resilience. More specifically, this study investigated ESL students who

have attained academic resilience in spite of the barriers, such as language, that they have

8

had to face. The ESL students‟ perceptions provided more insight into the factors that led

them to achieve in college.

Significance of the Study

Much of the research has concentrated on the personality traits that foster

resilience (Anthony, 2008; Bayat, 2007; Clinton, 2008; Hodes et al., 2008; Li, 2008). A

growing number of studies have addressed academic resilience among different groups

such as minorities and urban youth (Condly, 2006; Kanevsky et al., 2008; Martin &

Marsh, 2006), but little is known about the way ESL students are able to attain academic

resilience.

The participants were interviewed so that they could describe their experiences as

ESL students and the ways in which they became academically resilient (Patton, 2002).

Many studies have focused on the negative aspects of being ESL students (Michael,

Andrade, & Bartlett, 2007; Smith, 2008; Song, 2006). More studies need to be conducted

to identify what is required of ESL students in order for them to be resilient in the

academic setting, despite the many unique challenges that they face. Individuals‟ stories

often can provide insight that numbers cannot provide. Case study research has facilitated

the investigation of academic resilience among ESL students (Creswell, 2007; Patton,

2002), and it allowed this researcher to analyze the themes and patterns of the factors that

led the ESL students who participated in this study to achieve academic resilience. This

study enhanced existing literature through the use of a case study that provided rich data

on the ways in which a sample of ESL students were able to overcome their challenges

and achieve successfully in college.

9

The study will provide individuals who directly or indirectly interact with the

educational system with a greater understanding of the unique challenges facing ESL

students. Moreover, it explains some of the best ways that ESL students overcame these

challenges and achieved academic resilience. This information could be used to promote

resilience among ESL students.

Research Design

Case studies address the critical stages and incidents in individuals‟ experiences

that merit description as unique, specific, and bounded systems. This case study

investigated the ways in which a sample of ESL students were able to achieve

academically, despite the challenges that they faced. In other words, this method allowed

the participants to provide the necessary insight about the challenges that they faced in

order to achieve academic resilience (Creswell, 2007; Patton, 2002). Interviews were

conducted to identify common themes based upon the responses of the participants as

they described their experience and the ways in which they achieved academic resilience

(Creswell, 2007; Patton, 2002). This chosen method assisted the researcher in uncovering

the ways ESL students are able to meet challenges and find a way to achieve

academically.

Rich data were gained from the stories of a few ESL students who were able to

achieve academically. Their stories provided more insight into the factors that promote

academy resilience. The ability to learn more from fewer individuals through the use of a

case study dictated the researcher‟s decision to include eight to 14 participants in the case

study. The reality is that a “case study is not sampling research” (Stake 1995, p. 4), but a

10

way to gain a wealth of information from a few individuals. The use of a smaller sample

made it more beneficial to investigate and gain more in-depth knowledge from the

collected data (Creswell, 2007; Patton, 2002; Stake, 1995).

The interviews provided insight based upon the perceptions of a sample of ESL

students about their experience and the factors that led them to be resilient academically,

despite their language barriers (Creswell, 2007). The interview process is an important

step in the gathering of data for a case study (Yin, 2009). The researcher conducted an in-

depth interview with each participant. The researcher used purposeful sampling, that is,

the selected participants were individuals who could yield the most information about the

topic being investigated (Leedy & Ormrod, 2005).

In this study, the participants were ESL students who had achieved academic

resilience. They were asked open-ended questions that assisted the researcher to identify

the ways in which they were able to overcome language barriers (Creswell, 2007). The

researcher asked guiding questions, and the participants were free to share their

experiences in as much detail as they felt comfortable revealing (Creswell, 2007; Patton,

2002; Petty, 2008). The researcher took notice of preconceived ideas that could interfere

with the data. The researcher also completed Capella University‟s Institutional Review

Board (IRB) process before collecting any data.

Research Question

The study was guided by one research question: What are the factors that lead to

academic resilience among ESL college students?

11

Definitions of Terms

Academic resilience. Fránquiz and del Carmen Salazar (2004) defined academic

resilience as “students sustaining high levels of academic performance despite the

presence of adverse conditions in their lives at home or at school” (p. 37). In this study,

students were undergraduate or graduate college students with a grade point average

(GPA) of 3.0 or above were considered to have achieved academic resilience.

ESL. “English as a second language (ESL) describes people for whom other

language(s) were learned prior to English” (Burhansstipanov, 2002, p. 293).

Assumptions and Limitations

The researcher assumed that academic resilience is achievable and can be

articulated by ESL students. The researcher also assumed that a case study design would

provide insight into what is required of ESL students to achieve academically (Creswell,

2007; Patton, 2002; Stake, 1995; Yin, 2009). As in any qualitative study, the small

sample size made it impossible to generalize the findings. However, the insight gained

from the participants offset this problem by providing more in-depth information about

academic resilience among ESL students. The students selected to participate in the study

were from different cultures in order to gain the perceptions of ESL students as a whole,

not from students of a particular culture.

Summary

Chapter 1 explained how academic resilience can be difficult for ESL students to

achieve. It provided details of the way in which the issue was investigated. Chapter 2 is a

12

review of the literature related to the academic resilience of ESL students. The

methodology is described in chapter 3. Chapter 4 presents the findings of the study.

Chapter 5 addresses the way this study enhances the literature on the subject of the

resilience of ESL students.

13

CHAPTER 2. LITERATURE REVIEW

Introduction

The United States has become the home of many immigrants who have come with

different cultures, traditions, and languages (López & Tashakkori, 2004). Some of these

immigrants become ESL students who use education as a means of achieving social

mobility (López & Tashakkori, 2004). This literature review discusses and describes

different aspects that relate to ESL students, as well as the factors that may impact their

academic achievement. This study also examined the significance of ESL students in the

educational system as immigration continues to grow, as well as the challenges that many

immigrants face as ESL students. In addition, this study discussed the different concepts

of learning related to ESL students, including some views of learning in different parts of

the world, affirmative action, diversity, and the mental processes of learning. The

following issues that impact the learning of ESL students also are discussed: self-esteem,

self-efficacy, motivation, and perception. The challenges of learning a second language,

as well as Bandura‟s (1977) theory of learning, are examined, followed by a discussion of

the different features of resilience. A case study about resilience also is presented in this

chapter.

Relevant information on the topic was searched and found through the use of

terms and subjects that relate to ESL students and the resilience that they display in the

academic setting. Many databases were used to find more information on the subject,

including ERIC, PsycINFO, PsycARTICLES, Gale Virtual Reference Library, Academic

Search Premier, and ProQuest Education. The articles were published between 1977 and

2009. Approximately 90% of the articles were published between 2000 and 2009. The

14

remaining 10% of the articles were from 1977 to 1999. The keyword search included the

following terms: ESL students, academic achievement, resilience, and academic

resilience. The Social Work Research, the Journal of Education for Students Placed at

Risk, and the Journal of Personality and Social Psychology were some of the journals

included in the literature review. Other books and articles, as well as more resources that

relate to ESL students and the academic achievement of these students, provided more

information about the subject.

Immigration and ESL Students

An increase in the percentage of foreign-born individuals in the United States was

noted during the beginning of the 21st century (Szelényi & Chang, 2002). This sharp

increase in immigrants resulted in more nonnative English speakers in the United States;

in fact, many immigrants who were first and second generation were nonnative English

speakers, and 43% of this population were between the ages of 25 and 44. The global

economy has made higher education essential, so many immigrants have chosen to enroll

in school (Curry, 2004).

The population of ESL international students in colleges is increasing. During the

2003-2004 academic year, 4.6% of college students in the United States were

international students; only 1.4% represented this population in the 1954-1955 school

year (Institute of International Education [IIE], 2004). According to the annually

published report of the IIE, this number increased during the 2007-2008 school year to

623,805 international students, or 7% of all college students. In addition, in the fall of

2007, there was an increase of new international student enrollment by 10% (IIE, 2004).

15

Overall, the United States remains the premier destination for international students (IIE,

2004).

International students are a diverse group. Most international students in 2007-

2008 came from Asia (61%). International students also have come from Saudi Arabia,

Mexico, Canada, Kenya, and other countries (IIE, 2004). Most international students

choose to attend school in California (84,800 students), New York (69,844 students), and

Texas (51,824 students). As of the 2007-2008 school year, of all the colleges and

universities in the United States, the University of California had the highest number of

international students (7,189 students), followed by New York University (6,297

students), and Columbia University (6, 297 students). Through their living and tuition

expenses, international students have contributed more than $15.5 billion to the U.S.

economy. Many of these students study business and management (20%), engineering

(17%), physical and life sciences (9%), mathematics and computer sciences (8%), as well

as other majors (IIE, 2004). The impact of diversity in college is felt not only by the

students but also by the institutions.

Impact of Diversity on Colleges

In the past, many ESL students felt the need to adopt the majority culture of the

education system. International students are now better able to maintain their culture

while in school. Many immigrants find themselves classified as ESL students; however,

unlike times past, many immigrants have been able to maintain their own language and

culture through the advancement of communication, transportation, and the growth of

many foreign populations within U.S. territories (Curry, 2004; IIE, 2004).

16

Some ESL students have faced all or some of the following challenges: learning

or mastery of a new language, culture, and specialized practices of academic speaking,

reading, and writing at a collegial level (Curry, 2004). Curry noted, “Learning academic

literacy involves engaging in a range of academic social practices; this effort entails

much more than learning to speak and write in a new language. Rather, gaining academic

literacy involves negotiating various academic discourses in multiple circumstances”

(p. 52). To add to this situation, ESL college students who find themselves having to

address personal needs and deal with the added stress of living in a different country may

not be able to achieve successfully in school (Curry, 2004). ESL students need to adjust

to the dominant culture in order to achieve academically, even though it may be easier for

them to maintain certain cultural norms.

Educational Challenges Faced by Many ESL Students

Though education is affected by globalization, some enduring cultural factors

influence many ESL students. The Internet has widened the gap between individuals who

are more privileged and those who are not. Students who come from a more authoritative

and centralized educational background find it difficult to use the proactive approach of

learning that is integrated into the Internet. To add to this problem, the fact that most

websites are in English makes the language barrier an issue (Rubenstein, 2006).

In addition, the role of the teacher in the Western world is different. In China, for

example, teachers are perceived as parental figures, moral guides, and friends (Jin &

Cortazzi, 1998). On the other hand, the teacher‟s role in most Western settings is to

transmit skills and knowledge (Rubenstein, 2006; Watkins, 2000). Furthermore, in the

17

United States, eye contact is perceived as forthrightness, whereas in some cultures, it is

perceived as an act of disrespect (Rubenstein, 2006).

Some ESL students in the United States may be from countries where they faced

persecution for many reasons, such as showing a lack of respect toward their government

or having opposing political opinions; race, nationality, religion, or membership in a

particular social group also may have created problems for them (Bohmer & Shuman,

2007). Some refugee students who have suffered atrocities in their home countries may

find it difficult to write about or discuss certain topics (Rubenstein, 2006). The economic

and political stability of a country impacts its education system. Political turmoil tends to

have an adverse impact upon the education system.

For instance, Haitians have experienced many years of internal instability that

have resulted in many setbacks that have permeated its education system. The many years

of European domination and disregard for the indigenous Haitian culture were designed

to maintain the balance of power. For example, instruction still is carried out in French,

not in the native Creole language. In addition, the limited resources have led to larger size

classes of as many as 70 or 80 students, which is part of the reason the Haitian school

system relies upon memorization and dictation (Rubenstein, 2006). In many countries,

uniformity occurs only on paper; in reality, there is a clear distinction between wealthy

and impoverished schools (Rubenstein, 2006). On Tuesday, January 12, 2010, an

earthquake took place in Haiti that damaged half of the 16,500 elementary and secondary

high schools, along with three universities located in Port-Au-Prince. The Haitian‟s

education system infrastructure must be repaired in order for Haiti‟s survival

(Richardson, 2010). “This has significant repercussions for didactic models, curricular

18

offerings, retention, literacy rates, and other academic outcomes” (Rubenstein, 2006, p.

435).

Academic standards, testing procedures, and evaluations tend to vary across

nations. Concepts such as intelligence are viewed differently. Westerners perceive

intelligence as more relatively fixed and innate, and only somewhat influenced by the

environment (Rubenstein, 2006). The concept of intelligence often is used to segregate

people, which could have a negative impact upon those who are viewed as lacking

intelligence. The Chinese believe that intelligence can be enhanced through hard work

(Watkins, 2000). It is mostly in America that multiple-choice tests are common. Other

countries are more accepting of high-stakes testing and more rigorous academic

standards. Therefore, there are times when some ESL students become confused not

from academic difficulties but from their unfamiliarity with test-taking skills

(Rubenstein, 2006).

The differences in philosophies and worldviews among education systems in

different parts of the world could potentially influence ESL students in the United States

(Rubenstein, 2006). Many characteristics of different school systems impact ESL

students. Some nations adopt the same view as the United States regarding the separation

of state and religion, but they still apply religious principles to guide their education

systems. For instance, Confucian principles guide the educational practices, whereas the

U.S. and Anglo education systems are based upon Judeo-Christian values. In addition,

some school system value individualism, whereas others promote collectivism (Dimmock

& Walker, 2000; Rubenstein, 2006; Watkins, 2000).

19

Some cultures are more group oriented, and others are more individualized. Some

cultures adhere to the belief that the “individual needs are subservient to the group”

(Rubenstein, 2006, p. 434). Success is connected to peers, family, and society as whole.

For example, in China and Russia, education is used as a way to strengthen the country

rather than a way to achieve personal improvement. It is only recently that individualism

has somewhat entered into their curricula (Rubenstein, 2006; Watkins, 2000). On the

contrary, ties are forged according to self-interest, failures are perceived as more

significant, norms are set by the individuals, competition is encouraged, status is based

upon individual success, and relationships are looser in self-oriented cultures (Dimmock

& Walker, 2000; Rubenstein, 2006; Watkins, 2000). Accordingly, the school atmosphere

is impacted by the basic value that is held by the primary culture of the country in which

the school is located (Rubenstein, 2006).

The laws of the United States also have made it particularly difficult for illegal

immigrants to achieve academically. Plyer vs. Doe, the 1982 Supreme Court case,

provided school access to undocumented school children (Perez, 2010). However, this

law does not make provisions for higher education. The introduction of The DREAM Act

by Congress in 2001 tries to remedy the situation through the provision of higher

education access and the legalization of undocumented high school graduated. However,

this law is still not in effect (Perez, 2010). In spite of the law, students who are

undocumented “exhibit various aspects of psychological resilience, perseverance, and

optimism” (Perez, 2010, p. 33).

20

Affirmative Action, Diversity, and Testing in College

The United States often prides itself on its diversity, but with growth and change

comes responsibility; however, the laws of this country have a long history of the

equalization of education for all and setbacks in the achievement of this goal. Brown v.

Board of Education of Topeka (2009) ruled that separate education could never be equal,

so it outlawed the segregation of schools (Darden, 2009; Massie, 2003). Progress toward

integration of the school system has not yet been fully achieved; integration in colleges

and universities often is achieved through affirmative action, which is necessary because

the criteria for admission to institutions of higher learning often limit the number of

minority students (Massie, 2003).

According to Massie (2003), many of the required tests for admission tend to give

certain applicants an unfair advantage. For instance, White males tend to score higher on

these tests than others. In spite of this fact, many institutions continue to insist on making

these life-altering decisions based on tests that do not necessarily correlate with higher

achievement in college and university. There is a loose correlation, for example, between

the Law School Admission Test (LSAT) score and the GPA of 1st- year law school

students. This lack of equality does affect diversity. Affirmative action tries to remedy

these setbacks, so eliminating affirmative action will be the same as eliminating the

progress that has been achieved with the equalization of education for all. The impact is

even greater for ESL students, who have the added burden of taking those tests in a

language and culture that are different from their background knowledge, thus making it

even more difficult for them to achieve academically (Massie, 2003).

21

The Test of English as a Foreign Language (TOEFL) is questionable in its ability

to measure academic achievement, in spite of its ability to correctly evaluate general

English proficiency (Bollag, 2005; Stoynoff, 1997). Colleges and universities tend to

make decisions to admit students based upon their ability to succeed in these institutions

(Stoynoff, 1997). “Most attempts to predict the academic success of international

students have focused on the relationship between English language proficiency and

students‟ academic achievement” (Stoynoff, 1997, p. 56). However, higher achievers

tend to have better test-taking skills, integrate social assistance into their learning, have

greater abilities in selecting the main ideas from written and spoken discourse, remain

current in their courses, and spend more time studying. Yet, many of those skills are not

tested in the TOEFL to determine academic achievement and admission into college and

university. This test simply measures the ability to understand the language, whereas

ultimately, academic success is a multidimensional phenomenon that includes not only

language but also learning strategies and personal characteristics (Stoynoff, 1997).

Still, Assembly Bill 540 (AB 540) provides assistance to immigrant students who

would like to achieve academically in the higher learning institutions (Pérez, 2010). AB

540 is a policy that provides documented and undocumented Californian students the

opportunity to pay in-state tuition if they fulfill the following requirements: attend a

California high school for at least 3 years, graduate from a Californian high school or the

equivalent, attend an accredited postsecondary school, and file for legalization as soon as

they qualify. Other states follow this same policy, but they use different criteria.

Nevertheless, students who do qualify for this policy do not receive state or federal

financial aid. As a result, many undocumented Latino students based their choice of

22

college upon cost and affordability; this causes many of these students to attend

community colleges. Their choices also are influenced by opportunities and networking.

In fact, policies that support undocumented students make it more possible to achieve

academically (Pérez, 2010).

Learning Experience

Family background, peer relationships, and temperament influence the level of

self-control that a person exhibits. Good self-control promotes resilience and healthy

cognition; however, self-control can be influenced by the amplification of the

relationships that take away from competence development (Wills & Dishion, 2004). As

individuals assist others in their quest to become resilient, they must be mindful of the

impact of other relationships on those individuals. Past and present relationships can play

an important role in the attainment of resilience. Research has shown that individuals

who found greater social support were better able to cope with the September 11, 2001,

terrorist attacks (Bonanno, Galea, Bucciarelli, & Vlahov, 2007). Resilience plays a role in

the ability to learn efficiently, and there seems to be a certain pattern of thinking that

impacts overcoming obstacles and learning efficiently.

Mental Processes of Learning

Metacognition

Certain premises affect a person‟s ability to learn. Metacognition is involves

“thinking about one‟s own thinking” (Georghiades, 2004, p. 365). To efficiently use

metacognitive skills, one must first be aware of thoughts. These thoughts will help the

23

person to know the resources, strategies, and skills needed to complete the task at hand

(Malpass et al., 1999). Background experience often dictates what these resources are,

which can be faulty when past experience, such as that of ESL students, can lead to the

wrong conclusions about what is required of them to succeed academically. For instance,

some students may find it difficult to ask their teachers for needed assistance because of

the value system acquired in their home countries.

Self-Regulation

Self-regulation involves the ability to direct one‟s actions, feelings, and thoughts

in a way that will facilitate the achievement of goals (Zimmerman, 1998). Gifted students

value the role of effort, achievement, and goal setting more than average students, who

view success as an inherent ability. Overall, some students effectively use their self-

regulation skills by using effort, monitoring their thoughts, availing themselves of

effective cognitive strategies to reach their goals, and planning and verifying their work

(Malpass et al., 1999). Students who use self-regulation methods tend to make wiser

decisions that enhance their learning experience; however, this strategy also can fail ESL

students who successfully used cognitive strategies that were effective in their country of

origin, but not in U.S. schools, such as test-taking skills (Rubenstein, 2006). The result

could be confusion about the reasons these same methods are no longer effective.

Adjustment

The key in assisting individuals in difficult times is to understand their irrational

belief and maladaptive behaviors. Only then is it possible to deal with their adjustment

issues. It also will assist individuals in opening up their mind to the possibility and

movement toward change (Hall & Webster, 2007). Methods use in metacognition and

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self-regulation may facilitate learning to think in ways that will promote resilience.

However, one also must be careful not to mistake cultural beliefs for irrational thinking.

The way in which people define themselves has a profound impact on their

performance. There are times when self-concept, self-esteem, and self-efficacy play a

role in the ability to achieve. Past experiences help to shape self-concept. Throughout the

developmental stages, self-concept becomes more sophisticated. People tend to compare

themselves with others whenever they are unable to find an objective way to make these

comparisons, and they use these comparisons to evaluate their performances and belief

system. It is through self-concept that people evaluate themselves; people‟s life

experience can be affected by their self-concept (Luhr, 2005). Self-concept “refers to an

individual‟s own perceptions, both positive and negative, of his or her attributes, traits,

and abilities. Components include self-esteem, self-efficacy, and how stable and

structured one‟s beliefs are” (Luhr, 2005, p. 490).

Impact of Self-Esteem, Self-Efficacy, and Motivation on ESL Students

Self-efficacy involves the belief that individuals have about their ability to

successfully accomplish a given behavior. In other words, self-efficacy involves a

person‟s belief system on the individual‟s ability to achieve a goal. On the other hand,

self-esteem has commonly been defined inaccurately as feeling good about oneself. In

reality, self-esteem is the belief that one is capable not only of meeting life‟s challenges

but also deserving of happiness (Bandura, 2005). Hence, some ESL students may become

very discouraged in their efforts to learn when they see other native English speakers

excel while they perform poorly in school. It also is true that the more self-efficacy ESL

25

students possess, the more likely they are willing to persist to overcome obstacles

(Bandura, 2005). Because self-efficacy is based upon the belief in the ability to achieve a

task successfully, people tend to put more effort into doing tasks that they believe they

can achieve (Bandura, 1977, 1982; Yeo & Neal, 2006).

According to Rogers (1961), people strive to achieve autonomy, personal growth,

and dependence from the domination of external forces; however, this theory, in some

respect, fails to address cultures that promote interdependence. Motivation theories have

introduced several ideas: task-specific self-concepts, perceptions of task difficulty, self-

worth theory, value, and expectancy. Katz and Assor‟s (2007) theory of motivation

suggests that “choice can be motivating when the options meet the students‟ need for

autonomy, competence, and relatedness” (p. 429). This definition ignores certain cultures

that do not promote autonomy. A lack of balance could cause someone to have a fear of

success. In actuality, motivation is the result of a complex dynamic that includes

situational (contextual) and individual (dispositional) variables. The impact of motivation

is so great that it is among the most powerful determinants of failure or success in school

(Hardre, Crowson, Debacker, & White, 2007).

Many factors play a role in intrinsic motivation. Intrinsic motivation indicates that

the activity is appealing because of the sheer pleasure gained from the activity itself.

Intrinsic and extrinsic motivation can impact individuals positively and negatively.

Intrinsic motivation is inspired by the task itself, which is positive. Intrinsic motivation

also encourages one to persist without external motivation. It creates a desire for growth

and self-regulation, which leads to greater intellectual growth. However, intrinsic

26

motivation can disappear in the face of obstacles perceived as insurmountable (Cameron,

Pierce, Banko, & Gear, 2005).

Extrinsic motivation can lead someone to put forth some effort only when

presented with an external reward. According to Hedrick (2007), “Extrinsic rewards

reduce intrinsic motivation, cheapen value and love of learning, give the wrong message,

and create an escalating no-win game” (p. 62). Extrinsic motivation also has advantages,

such as helping someone to become internally motivated to complete the task as well as

other tasks (Cameron et al., 2005). For instance, schools that embrace different cultures

tend to have higher achievement among their ESL students (Genesee et al, 2005). Internal

and external motivation can work together to bring about the completion of an activity

(Cameron et al., 2005).

ESL students may use intrinsic, extrinsic, or both types of motivation to achieve.

Repeated frustration and failure lead to a lack of motivation (Shaw, 2008). In the end,

past and present experience in school and in a specific discipline influence individuals‟

perceived ability and motivation to learn. It also has been found that students‟

commitment and motivation are the most significant factors that affect retention (Hardre

et al., 2007). Accordingly, parental support, increased motivation, and attempts to

circumvent unemployment and offset the potential impact of racism are considered

possible reasons for minority groups to gain higher education, regardless of background

(Carter, 2006). Researchers have concluded that motivation is closely linked to student

achievement (Katz & Assor, 2007; Hardre et al., 2007; May et al., 2006). The next

section looks at perception and its relation to motivation.

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Perception and ESL Students

Perception is constructive (Gilmore, 2002). “Since the sensory systems have a

limited capability for acquiring information, the constructed reality will reflect not only

the present data but the person‟s interpretation of the information and its context”

(Gilmore, 2002, p. 1465). Past experience, the amount of information obtained,

knowledge of a perception, and aging impact what an individual perceives. Perception

may deceive people in many ways. Sometimes, there are differences in the perceptions of

ESL students and faculty in regard to academic achievement. May et al. (2006)

conducted a study on the perceptions of college staff and students about the impact of

gender and ethnicity on the completion of higher education. This study was conducted at

Kingston University in London, England.

There were some similarities and differences in the perception of college students

and the staff of Kingston University. For instance, they both agreed that a lack of

understanding of the English language makes it difficult for students to learn. They also

agreed that family support favors achievement and that females tend to be preferred in

school because they excel over their male counterparts. However, the students in the

study were the only ones who recognized that they received assistance only if they asked

for it; therefore, male students performed worse than female students because they were

too embarrassed to seek help. Although the staff believed that the students‟ ethnic or

gender group in a cohort could increase motivation, the students felt that the level of

motivation to remain in school is related to variables linked to family background and

ethnicity (May et al., 2006).

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Perceived control is based upon the perception of the ability to achieve in the

world. In a case when someone is not in control, but perceives the opposite, it is termed

an illusion of control. Perception of control has an impact upon emotions and behaviors

that is stronger than actual control. People with a higher sense of control tend to have

more positive outcomes, such as a healthy self-esteem (Walen, 2002).

The ways people view success greatly depends upon their level of self-esteem.

Perhaps, individuals with lower self-esteem feel anxious and uncertain when they

experience success, whereas individuals with high self-esteem tend to thrive when they

succeed. People who have sometimes purposely failed to use their experience as an

excuse for failure. People‟s self-esteem can be affected by the way others perceive them;

individuals often have a strong desire to be connected to others positively. A lack of self-

esteem, in fact, could lead someone to doubt their own positive self-appraisal (Bosson,

Jacobs, & Josephs, 2003). To illustrate, some ESL students fail in school in an effort to

show allegiance to their culture and nonallegiance to the dominant culture (Sue & Sue,

2003). There can be a difference between the way individuals see themselves and the way

others view them. Some individuals, for example, may be overconfident about their

ability to acquire a new language.

Learning a Second Language

Foreign-language acquisition can be more difficult for some individuals than for

others. Females tend to have greater language acquisition than males. Learners who

generally achieve well academically also have the tendency to have high levels of

foreign-language acquisition. In particular, individuals who use learning strategies that

29

tend to be the most optimal for second-language acquisition also are more likely to be

successful learners (Onwuegbuzie, Bailey, & Daley, 2000). Onwuegbuzie et al. found

that cognitive and affective factors play the greatest role in the prediction of foreign-

language achievement. They also found that students who possess low expectations of

their ability to achieve language acquisition manifest behaviors that can lead to

underachievement, which makes the self-fulfilling prophecy true. Students‟ ultimate

performance in foreign-language acquisition is based in part upon their expectation of

their ability to achieve. Students‟ self-concept impacts their ability to be proficient in the

acquisition of a second language (Onwuegbuzie et al., 2000).

The mental framework that organizes knowledge to create a meaningful structure

of interconnected concepts is the schema, which is different for each individual,

depending on how that person relates to the idea presented. The concept of a given word

is based upon the person‟s background knowledge (Markus, 1977). Respect, for instance,

can mean different things to people from different backgrounds (Rubenstein, 2006).

Scripts help individuals to recognize the way things happen daily in life (Abelson,

1981). Foreigners are sometimes misunderstood because they operate from a script that is

different from that of Western culture. One‟s script of life also has an impact by

expecting certain behaviors, goals, and outcomes in a particular setting (Abelson, 1981;

Read, 1987). Ultimately, learning is impacted by the environment, what the environment

has to offer, and other factors. Bandura (1978, 1979) theorized that learning is the result

of the interrelation of environmental, behavioral, and personal factors.

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Bandura’s Theory of Learning

According to Bandura (1978, 1979), the reciprocal interaction among personal

factors, behaviors, and environmental variables makes learning conducive. As students

prepare to engage in the learning process, they must be ready to address all of these

factors. To focus only on the personal factors neglects the other factors that may

negatively impact the learning experience (Bandura 1978, 1979). To illustrate, ESL

students are sometimes mistakenly perceived as being unable to perform certain tasks; in

reality, it is the lack of exposure in the home (environmental factor) to the English

language, not the lack of ability to perform (personal factors), that is the source of

confusion. Therefore, the home environment can play a pivotal role in the way ESL

students approach school.

People learn vicariously by watching others. Many words are learned by hearing

and watching others utilize them, for instance. However, modeling alone does not

guarantee that the behavior will be learned or will occur. Individuals are more likely to

imitate the behaviors of people that are more similar to themselves (Bandura 1978, 1979).

It seems that the lack of role models for ESL students may adversely impact their ability

to be academically resilient.

Different Aspects of Resilience

Human beings are motivated to minimize the costs and maximize the benefits of

their relationships with others. In this sense, beneficial relationships tend to last longer

and are more rewarding. The way people generally interact with significant others defines

31

their attachment style. Although it can change, the first attachment lays the foundation for

the type of attachment manifested throughout the life span (Keelan, Dion, & Dion, 1994).

Adults who describe a tense relationship with a parent, or both parents, tend to be more

anxious and avoidant, whereas adults who have a secure attachment with their parents

report positive family relationships. People who are secure in their attachments live a

more fulfilled life, whereas the opposite holds true for those who are anxious and

avoidant. Individuals consistently revise their attachment styles because of the situations

they find themselves (Keelan et al., 1994). This effect also may occur in the school

setting.

The discipline of educational psychology involves the nature of development,

assessment, motivation, diversity, and learning. This field is particularly interested in the

way these factors affect the classroom (Ormrod, 2006). “Resilience and academic

achievement are the products of a complicated interplay of family, school, peer, and

community influences” (Wasonga et al., 2003, p. 70); perhaps resilience is acquired

through a combination of perception, interpersonal relationships, cognition, and

motivation. Perception, the way people perceive their ability to overcome situations,

affects their capability to do so. Interpersonal relationships help to shape who a person

becomes. Cognition affects thought positively. For instance, someone who develops

emotional intelligence is better able to deal with adverse situations. Motivation gives

people the ability to keep the momentum going in the face of adversity.

Learning occurs when an enduring change happens. In order to change, one must

know how to change. Educational psychologists can teach individuals to become

resilient, especially those struggling with academic achievement. Perhaps the learning

32

gained in regard to academic resilience could be transferred to and reflected in other areas

of life that also require resilience. Ultimately, someone‟s self-perception, script, and

motivation may make the difference between becoming a statistic or a survivor.

Academic resilience stems from the ability to achieve healthy cognition.

Individuals are more likely to attain goals if they believe that they are able to do

so. Many people with above-average intelligence have failed to succeed, whereas others

with average intelligence have succeeded. Some say that success is 90% perspiration and

10% inspiration. Individuals are more likely to attain their goals if they believe that they

are able to do so. Self-efficacy has a greater impact than actual ability. Perhaps

individuals who operate from a positive script and schema are more likely to achieve

academic resilience.

The Study of Resilience

The desire to be resilient may be motivated by allegiance toward family and

friends. Yeh, Kim, Pituc, and Atkins (2008) reported that young Chinese immigrants

have greater resilience when they receive support from the community and the school.

Social support is an effective tool, but it is still a challenge to be achieved. Some Chinese

immigrants are required to work for long hours, a reality that hinders them from

participating in the level of socialization that they desire. Their adjustment to American

culture is further hindered because of their lack of English proficiency and their lack of

support from school, family members, and peers. Their living and working situations add

to this stress, making communication and family relationships more difficult to achieve

than in their native country. This is because their parents often are required to take jobs at

33

lower wages than they may have earned in their home country; their lack of proficiency

in English could be one reason they have to take such jobs.

To add to their stress, some teachers in the schools where Yeh et al. (2008)

conducted their study would assign the Chinese students new American-type names to

avoid mispronunciations and to help them to recognize one student from another. The

students felt a loss of culture and identity, and they consistently faced racism and

stereotyping, both of which added to the challenges that they faced. In spite of these

struggles, they managed to survive for their own development as well as a way to support

their friends and families (Yeh et al., 2008). “Although most Chinese immigrant youth

spend their days and evenings isolated from their social supports, there are internal and

extrinsic efforts to offer help to others” (Yeh et al., 2008, p. 43).

Literature Review Summary

Over the years, there has been an increase of ESL students in colleges. This

diverse group of students face many challenges which makes academic resilience more

difficult to achieve. A productive social support and healthy cognition can assist this

diverse group of students to be successful academically. Chapter 1 discussed the general

background of the problem. Chapter 2 provided in-depth information about what the

literature on ESL students and academic achievement. The methodology used is

described in chapter 3. Chapter 4 provides information gained from the collected data.

Chapter 5 provides more insight on the data as well as some recommendations in regard

to those findings.

34

35

CHAPTER 3. METHODOLOGY

Statement of the Problem

This study addressed the problem of not understanding the challenges that ESL

students face and how they attain academic resilience. Many researchers have addressed

academic resilience (Condly, 2006; Kanevsky et al., 2008; Martin & Marsh, 2006), but

few have focused on the academic resilience of ESL students. Some researchers have

examined ESL students‟ experiences (Malabonga & Pasnak, 2002; Miller & Bradbury,

1999; Rubenstein, 2006; Santos, 2004;Wason-Ellam, 2001). However, researchers in

general have failed to provide a forum to resilient multicultural ESL students to describe

the way they were able to experience academic achievement.

Purpose of the Study

ESL students often face many barriers, including language, yet they are able to

achieve academically. This study used a case study approach to examine the factors that

allow them to attain academic resilience.

Research Question

The study was guided by one research question: What are the factors that lead to

academic resilience among ESL students?

Research Design

This study investigated and focused on the factors that allow ESL students to

achieve academic resilience. A qualitative case study was used to provide an in-depth

36

understanding of the topic. Qualitative studies attribute the meaning that people make of

their experience as the place where knowledge is found (Creswell, 2007). In order to gain

a full understanding of ESL students who have achieved academic resilience, this

qualitative study focused on the interpretations that they provided (Stake, 1995). It is with

this in mind that the information gained in this case study was used. Stake commented:

To sharpen the search for understanding, qualitative researchers perceive what is

happening in key episodes or testimonies; represent happenings with their own

direct interpretation and stories (i.e., narratives). Qualitative research uses these

narratives to optimize the opportunity of the reader to gain an experiential

understanding of the case. (p. 40)

A case study entails an in-depth examination of entities (organization or

individuals), activities, or processes that seek practical knowledge and further theoretical

understanding of some phenomenon (Bott, 2007; Stake, 1995; Yin, 2009). “This detailed

information, often referred to as thick description, provides a real-world context in which

the processes under investigation can be better understood” (Bott, 2007, p. 68). The

interest in this study was to find out more about the particular cases through the use of an

intrinsic case study. The few cases were studied at length to provide a rich understanding

of them, and the holistic method of analysis facilitated the identification of themes or

general patterns of behavior in the data (Bott, 2007; Stake, 1995; Yin, 2009). In this

sense, this study focused on the bounded system, a group of individuals who share

common characteristics, of ESL students who have achieved academic resilience.

The participants were interviewed so that they could describe their experiences as

ESL students and how they became academically resilient (Patton, 2002). Many

researchers have focused on the negative aspects of being ESL students (Michael et al.,

37

2007; Smith, 2008; Song, 2006). More research is needed to identify what is required of

ESL students to become resilient in the academic setting in spite of the challenges.

Individuals‟ stories often can provide some insight that statistic numbers cannot provide.

A case study approach provided the means to investigate academic resilience among ESL

students (Creswell, 2007; Patton, 2002). Stake‟s (1995) case study methodology was used

as a model for this study; the researcher used it when gathering, analyzing, and

interpreting the data, and when writing the final report.

Study Participants

Ethical Considerations

Each participant provided sufficient information to make an informed and

voluntary choice to join the study. The participants were free to leave the study at any

time and without adverse consequences. The well-being of the participants was ensured.

There were minimal issues of harm. The participants were over the age of 18 and had the

ability to read and understand the consent form. The consent form was written in simple

terms to make it easy for the participants to understand. To ensure that the information

that was presented was accurate, the researcher employed triangulation to strengthen the

findings (Patton, 2002). The data are stored in a room that no one but the researcher has

access to in order maintain the participants‟ confidentiality.

The ESL students who participated in this study were treated with integrity and

respect. They also were provided with a consent form, given a brief explanation of what

the study is about, allowed to ask more questions, and allowed to withdraw from the

study at any time without consequences. In addition, the students were not deceived

38

about the tenets of this research. They were not vulnerable because they were able to

provide consent for themselves (Belmont Report, 1979). The names of the participants

were sealed to their ensure confidentiality and comply with the IRB application (Petty,

2008; Stake, 1995). Permission to conduct the study was obtained from the IRB of

Capella University.

Study Sample

ESL adult students sometimes abandon their studies, despite assistance from

volunteer teachers (Mathews-Aydinli, 2008). This study focused on a few ESL

individuals to gain rich data from those who were able to achieve academically as well as

more insight about the factors that allowed them to achieve academic resilience. The

reality is that “case study is not sampling research” (Stake, 1995 p. 4), but a way to gain a

wealth of information from a few individuals (Creswell, 2007; Patton, 2002; Stake,

1995).

The study sample consisted of ESL learners who have demonstrated success in

college. The participants (a) were individuals whose native language is not English;

(b) were currently enrolled in their senior year of college, or had graduated;

(c) had a self-reported GPA of 3.0 or above; (d) have gone through at least one

significant academically challenging experience because of their status as ESL students;

(e) acknowledged having been able to overcome that challenging experience or making

significant progress towards that goal; and (f) had the ability and willingness to articulate

the difficult experience and process of recovery (Van Vliet, 2008). Each participant was

asked to explain in detail the way that he or she defined academic resilience and adversity

in order to be able to keep the information in its proper context (Van Vliet, 2008).

39

The opportunity to learn from a few ESL students who have achieved

academically through a case study approach dictated the selection of eight to 14

participants or until saturation of the data was reached (Creswell, 2007; Patton, 2002;

Stake, 1995). This sample size was sufficient to identify themes derived from the cases

while providing the researcher with the opportunity to cross-case those analyzed themes

(Creswell, 2007; Patton, 2002; Stake, 1995). The sample was taken from nonnative

English-speaking students and graduates located in the southern part of the United States.

To recruit the participants, the researcher posted some advertisements at the

approved sites. The researcher asked church staff members, such as the secretary, if they

know students who would like to be a part of this study. In addition, the researcher relied

upon the snowball effect, that is, the participants invited others to be a part of this study.

To conduct this qualitative study, the researcher used the operational construct sampling

method (Patton, 2002). This sampling method requires a researcher to choose individuals

who represent and define the phenomenon that is of interest for a particular research area.

Making it operational meant that the study was conducted with individuals who had

experienced the concept being researched. This sampling method made it possible for the

researcher to gather data that attached meaning to the concepts.

The sampling category used for the operational construct sampling method was

purposeful sampling. Purposeful sampling is used when a researcher wants participants

who “yield the most information about the topic under investigation” (Leedy & Ormrod,

2005, p. 145). This sampling method helped the researcher to find ESL students who

displayed academic resilience, which then assisted the researcher to identify themes and

40

cross-themes that described the factors that allow ESL students to achieve academic

resilience (Patton, 2002).

Data Collection

This study investigated cases of ESL students who were able to attain academic

resilience; therefore, one of the premises was that the data had to come from individuals

who were academically resilient by definition. The operational construct sampling

method requires a researcher to choose individuals who represent and define the

phenomenon that is of interest for a particular research area. The interview process was

used because of the way that meaning is gained through the way people perceive it

(Creswell, 2007). During the open-ended interviews, the ESL students were encouraged

to describe their experiences of achieving academic resilience.

This case study used purposeful sampling to obtain the participants. This method

was practical because it targets ESL students who have thrived in school, despite the

challenges that they faced. This method was acceptable for a qualitative case study that

sought to find a small sample of resilient ESL students (Leedy & Ormrod, 2005; Patton,

2002). The participants were screened during a telephone call by the researcher to

determine whether they met the necessary criteria to participate in the study. The

participants were told of the purpose and nature of the study. The qualified participants

were asked to take part in a face-to-face interview. However, the researcher waited until

the data were saturated, which required no more than 10 participants. Prior to the

interviews, the participants received a verbal explanation about what the study entailed,

41

including the right to anonymity and confidentiality, and their right to leave the study at

any time.

The ESL students were asked about their experiences in school and the factors

that led them to achieve academic resilience. The participants signed the consent form at

the onset of the interview. The participants were asked to complete a set of demographic

questions (see Appendix A). The researcher actively listened and remained in control as

the data were gathered. The main questions were used to guide the process, probes were

carefully created, and questions were asked to ensure that the participants had a full

understanding of what is been said (Stake, 1995).

To obtain meaning, this researcher asked open-ended questions during the

interviews related to the ESL students‟ perceptions of the factors that provided them with

the necessary tools to achieve academic resilience (Banks, 2008; Stake, 1995). The

researcher conducted each open-ended interview for approximately 1 hour (see Appendix

B). The information that was gathered was digitally recorded, and the researcher later

transcribed the responses. Audiotapes provide “a more accurate rendition of any

interview than any other method” (Yin, 2009, p. 109). The researcher kept audiotapes,

field notes, transcriptions, and records related to the interview itself, along with some

impressions and observations (Stake, 1995). The researcher contacted the participants to

conduct member checking. During that process, the participants were asked to review the

information for palatability and accuracy purposes (Stake, 1995; Yin, 2009).

Many other measures were used to ensure the reliability of the study. The overall

study was considered more robust and compelling because of the use of multiple cases

instead of a single case. In addition, the procedures that were followed were documented

42

in an effort to minimize any biases or errors. The use of multiple cases provided rich

theoretical frameworks that stated the conditions that are more likely to occur for ESL

students who are academically resilient (Yin, 2009).

Data Analysis

The data were collected from the transcriptions of the interviews. Afterwards,

member checking took place, that is, the transcriptions were reviewed with the

participants, who were asked whether they want to add or change any information.

Triangulation was achieved through the use of the interview process, field notes, and a

second interview to discuss the results. Any objection, comment, or other type of

suggestions made by the participants was taken into account by the researcher before

completing the study (Stake, 1995). The transcripts were reviewed again by the

researcher in an effort to find expressions or phrasing considered meaningful. The

research question guided the researcher‟s determination of meaningful information.

The information gathered from the ESL students was analyzed individually so

that the responses were not influenced while they were being assessed and synthesized.

The responses from each ESL student were added one at a time to the overall analysis

and then compared to identify emerging patterns and themes. The existing patterns and

themes were changed and renamed as necessary as each ESL student was added to the

overall analysis (Petty, 2008; Stake, 2005). The final report included a summary of the

findings as well as recommendations and implications (Banks, 2008; Stake, 2005). The

researcher looked for patterns of meaning of the factors that led the ESL students to

43

become resilient. The data for each participant were analyzed individually before being

analyzed collectively. In doing so, the thematic analysis process was performed by using

the following steps:

1. The researcher became more familiar with the data through the process of

transcription, reading, and rereading. The transcripts were checked against the

original audio recordings to ensure the accuracy of the data. Any phrases,

sentences, or paragraphs that appear to be meaningful were highlighted. These

highlight were revised to determine whether they were related to the main

research question. Any data not related to the research question was stored in

a separate file for future evaluation.

2. The formation of initial codes was organized through the coding of the

relevant features of the data in a systematic way across all of the data and the

collection of the data relevant to each code. This generated a long list of

different codes that were identified across the set of data. Each set of data was

named because the cluster set of related data were used to develop patterns.

3. Patterns were elucidated as the data and direct quotes corresponding to a

specific pattern were identified and placed under the corresponding pattern.

The combined and clustered related patterns developed into themes.

4. Potential themes were created as the relevant data, patterns, and direct quotes

were gathered under those themes. During this stage, some of the themes were

refined, combined, separated, or discarded.

5. The themes were revised to ensure that they correctly reflected the entire set

of data. This process generated a thematic map of the analysis that consisted

44

of the overall conceptualization of the patterns of data as well as the

relationships between them. A set of candidate themes were generated as a

result.

6. The themes were named and defined through an ongoing analysis. Individual

as well as entire set of stories told by the ESL students were used to generate

clear definitions and names for each theme. In the end, fully worked out

themes were generated.

7. The final report consisted of selected extracts that related back to the analysis

of the research question and examples of selected vivid and compelling

excerpts. The emergent themes were synthesized and analyzed to create a

complete representation of the rich and detailed data collected during the

study. Prior to writing the final report, the researcher asked the participants to

provide feedback to ensure a complete and accurate picture of the data

(Aronson, 1994; Braun & Clarke, 2006; Petty, 2008).

Presentation of the Findings

The meaning and interpretation of the findings were presented once the data

analysis was finalized. The participants‟ perceptions and evidence of the phenomenon of

interest are included in the presentation of the findings. The researcher presented the data

by identifying the patterns, themes, and the direct quotations that fit those patterns and

themes (Banks, 2008; Stake, 1995).

The findings presented the data in a coherent, concise, and logical way. The

information provided interesting descriptions of the stories told within and across the

45

themes found in the data. There was sufficient evidence of the themes revealed across

and within the themes. The vivid examples captured the essence of the findings. The data

provided a compelling narrative that made the case comprehensible (Braun & Clarke,

2006; Stake, 1995). The presentation of the findings identified the phenomenon that was

studied. In order to accomplish this goal, the data were reviewed to identify the best

possible interpretations, and the factors that led the ESL students in the study to achieve

academically were evaluated (Petty, 2008; Stake, 1995).

Instruments

The interview process is most important aspect in the gathering of data for a case

study (Yin, 2009). The researcher conducted an in-depth interview with each participant.

Purposeful sampling was used to select participants who met the necessary criteria to be a

part of this research. The researcher consistently monitored any preconceived ideas that

may have interfered with the data. The researcher asked guided questions, but the

participants were free to share their experiences in as much detail as they chose (Creswell

2007; Patton 2002; Petty, 2008).

Role of the Researcher

The researcher conducted, audiotaped, reviewed, and documented the interviews.

Communications with the participants were documented. In addition, the researcher‟s

impressions and observations of the interviews were kept in field notes. The interviews

were conducted in a conversational tone (Van Vliet, 2008).

46

The researcher has substantial experience interviewing individuals in businesses

and counseling settings. For instance, the researcher provided counseling, interviews, and

services to disabled clients during a practicum at a disability center. The researcher also

has interviewed people from different backgrounds for many years and feels comfortable

with the interview process. The researcher currently works at a job that demands

neutrality, confidentiality, and rapport. The researcher adheres to these demands while

interpreting for non-English speakers in different settings, including school, home,

courtroom, and business. The researcher has had to address any misunderstandings that

have arisen because of a lack of understanding of the culture being dealt with. As an

interpreter, the researcher has to express what is been said in a way that correctly and

efficiently conveys the message of the non-English speaker (Weisskirch, 2006). These

experiences have equipped the researcher with some of the necessary skills to conduct an

interview in a way that makes the participant and the researcher comfortable.

The researcher‟s polyglot background made it easier for the ESL students to relate

to her, and her work as an interpreter has allowed her to relate to different cultures. The

researcher has completed the necessary coursework and colloquium necessary to conduct

this study. The researcher also possesses and has read Stake‟s (1995) book, which

provides a comprehensive explanation on how to conduct a case study. The research was

within the researcher‟s bounds of competence based upon personal, professional, and

educational experience (American Psychological Association, 2003). The researcher

respected the boundaries of research by not providing counseling to the participants, but

by simply guiding the interview questions in a way that provided the necessary

information (Belmont Report, 1979). The researcher is aware of the differences between

47

research and practice based upon past experience and knowledge of counseling and

research.

Summary

The utility and quality of a qualitative case study is based upon the meaning that

is generated from the findings. The use of purposeful sampling provided the most

consistent information that answered the research question. When research is conducted

as a case study, the information about an activity, process, individual, or group provided

is context rich. However, the subjectivity of this method questions its reliability and its

internal and external validity. Nevertheless, a case study approach provides a practical

understanding of relevant issues and contributes to the development of theory, which

balances its disadvantages (Bott, 2007). The extracted data received an accurate analysis.

Compelling examples were used to support the themes, which reflected a

complete picture of the collective experience of the ESL students. In addition, the use of

direct quotations from the participants provided rich data and added reliability to the

findings. The use of triangulation enhanced the usefulness of this research method (Stake,

1995). The final report provided a rich description of the data. It captured the essence of

the findings and provided compelling support for the factors that led this sample of ESL

students to achieve academically (Braun & Clarke, 2006).

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CHAPTER 4. DATA COLLECTION AND ANALYSIS

The Study and the Researcher

Included in chapter 4 are explanations of the data collection and data analysis

procedures. It begins with the study and the researcher, and then it provides the

description of the sample. It also includes a description of the research methodology

applied to the data analysis and the presentation and result of analysis. The last section

provides a brief summary. This chapter provides more information in regard to the

academic resilience that has been successfully achieved by ESL students. The following

research question was the primary focus of this study: What are the factors that lead to

academic resilience among ESL college students?

The researcher has had experience working with individuals who are nonnative

English speakers. For the last few years, the researcher has worked as an interpreter. This

type of work requires the use of interpersonal skills and objectivity. It is important for an

interpreter to relay information that accurately reflects what the nonnative English

speaker and the English speaker state without the use of any biases. The interpreter is to

communicate in a way that makes both the native English speaker and the nonnative

English speaker comfortable. Generally, the interpreter must strictly repeat what is been

said by both parties verbatim.

There have been times when the researcher, when performing the role of an

interpreter, has been given the opportunity by the English speaker to elaborate on the

information that has been provided in order to make the information more easily

49

understood by the nonnative speaker. However, this task is to take place at a minimum.

The interpreter has also had to address some cultural barriers that could have lead to

some misunderstanding of communication.

During this qualitative study, the researcher was responsible for collecting and

analyzing the data. The researcher used purposeful sampling; the participants who fit the

criteria were invited to participate in this study. The screening of the participants took

place through a telephone interview, during which the researcher asked specific questions

based upon the preset criteria in order to determine the eligibility of the potential

participants. Only the eligible participants were invited to be a part of this study. The

researcher made the necessary arrangements to conduct the interviews at times that were

convenient for the participants. The gathered data were then transcribed and analyzed by

the researcher. These data, in turn, were used to discover the findings as well as identify

emerging patterns and themes used during the final analysis.

Description of the Sample

The participants were from different countries, cultures, and spoke different

languages. However, all of them could speak English fluently. They all admitted having

had some difficulties because of language barriers when they initially came to the United

States. Most of the participants took ESL courses in order to remediate these issues.

Six men and four women participated in the study. The participants were self-

identified and of varied races and ethnic backgrounds: three Blacks, two Europeans, three

Hispanics , one Indian (Hindu), and one Asian. The native countries of the participants

included Venezuela, Haiti, Martinique, Chile, South Korea, Romania, India, and

50

Ethiopia. They spoke many different languages, including French, Spanish, Creole,

Hindi, Korean, and Romanian. Most of the participants were bilingual. One participant

spoke several languages, which included Hindi, French, Bengali, Urdu, and Punjabi. The

highest levels of education of the participants were are as follow: two seniors in college,

one with a bachelor‟s degree, three with master‟s degrees, and four with doctoral

degrees. They also had different types of degrees: business administration; education;

violin performance with an emphasis in pedagogy; audiology; psychology; divinity; and

computer sciences.

Research Methodology Applied to Data Analysis

This case study revealed the lived experiences of the participants (Creswell, 2007;

Stake, 1995). In this case, the participants spoke of the different aspects involved during

their experience as ESL students. From these accounts, several patterns and themes

emerged in regard to the factors that led these ESL students to be resilient. The use of

case study provided rich detailed of this investigated concept. In this sense, the

participants were able to share their experiences as ESL students, the way they were

affected, and how they were able to find resilience during that time.

Each participant was interviewed. Examples of the guided questions used during

this process follow:

1. What are the factors that led you to become resilient academically?

2. Describe some of adversities that you have faced in your academic life and the

way you overcame those adversities.

51

3. Take a moment to reflect upon a challenging situation that you had to

overcome in school. Now, please walk me through your thought process as

you describe the circumstances and the way you dealt with that particular

situation.

4. Have there been any circumstances which have played a role in your academic

success? If so, what event, or events, and how did it contribute to your

success?

5. If you were to write a motivational book on academic success, what are some

of the things that would be written?

The shortest interview lasted 16 minutes, and the longest interview lasted 1 hour

and 31 minutes. The average length of the interviews was 1 hour. The researcher

conducted the interviews and then transcribed and analyzed the data. The final transcript

consisted of approximately 353 pages. Throughout the process, the researcher made sure

that the proper rules of codes and conducts outlined by the IRB application were

followed. As such, during the process each participant was identified by participant

number (Participant 1, Participant 2, etc.). However, for the purpose of analysis, as well

as to focus on the experience, only the quotes, not the participants who uttered them, are

included in this chapter.

The data for each participant data were analyzed individually (within-case

analysis) before being analyzed collectively (cross-case analysis). In order to achieve this

analysis, the thematic analysis process was performed by using the following steps:

52

1. The researcher transcribed all of the interviews and listened to the recordings.

The transcripts were checked against the original audio recordings to ensure

the accuracy of the data.

2. Each transcript was read, and every phrase, sentence, or paragraph that

seemed to answer the research question was highlighted. Each interview was

reviewed three times. Each transcript was reread, and the highlighted

expressions also were reviewed to determine whether they were related to the

research question. Any data not related to the research question were stored in

a separate file for future evaluation. At the same time, any missed expression

related to the research question was highlighted.

3. The expressions that were related to the research question were coded. At that

time, notes were made on the margins in regard to the meaning of these

questions. This information found across the data set was used to generate a

long list of different codes. The related expressions were clustered and

labeled, and formed potential patterns. Direct quotes corresponding to a

specific pattern were placed and identified under the corresponding pattern.

4. The expressions of each participant were analyzed individually before they

were combined one at a time. This procedure was done in order to not

influence each participant response while assessing and synthesizing the data.

5. The clustered and combined related patterns developed into potential themes

as the relevant data, patterns, and direct quotes were gathered under those

themes. During this stage, some of the themes were combined, refined,

separated, or discarded.

53

6. To ensure that they correctly reflected the entire set of data, the themes were

revised. This process generated a thematic map of the analysis that consisted

of the overall conceptualization of the patterns of data as well as the

relationships between them. A set of candidate themes were generated as a

result. The themes were defined and named through an ongoing analysis.

Individual and entire sets of stories told by the ESL students were used to

generate clear definitions and names for each theme. In the end, fully worked

out and completed themes were generated.

7. The final report consisted of selected extracts that related back to the analysis

of the research question and examples of selected vivid and compelling

excerpts. The emergent themes were synthesized and analyzed to create a

complete representation of the rich and detailed data collected during the

study. Prior to writing the final report, the researcher asked the participants to

provide feedback on the results of the analysis to ensure a complete and

accurate picture of the data (Aronson, 1994; Braun & Clarke, 2006; Patton,

2002; Petty, 2008). The two participants who did respond to the call supported

the findings and reported that it did reflect their expressions.

Presentation of Data and Results of Analysis

Brief Overview of Themes and Patterns

Emerging themes and patterns were the product of this case study. These patterns

and themes revealed different factors which led the ESL students to become resilient. A

54

brief overview of these patterns and themes is presented. The actual analysis and

presentation of the different patterns, themes, and expressions follows.

Theme 1- Support System

Pattern 1A Support and Encouragement

Pattern 1B Create a Support System

Pattern 1C External Factors

Pattern 1D Seeking Assistance

Pattern 1E Select an Environment which Promote Success

Theme 2- Value System

Pattern2A Working Harder

Pattern2B Perception

Pattern 2C Remaining Focus

Pattern 2D Valuing the Process

Pattern 2E Prioritize School

Pattern 2F Time Management

Pattern 2G Determination, Dedication, and Persistence

Theme 3- Inner Strength

Pattern 3A Past Accomplishments

Pattern 3B Experience and Connection with God

Pattern 3C Pressure of Success

Pattern 3D Intrinsic Motivation

Pattern 3E Overcoming Past Fears, Failures, and Disappointments

Theme 4- Hope

Pattern 4A Purpose Driven

Pattern 4B Goal Minded

Theme 5- Past Experiences

Pattern 5A Childhood Experiences

Pattern 5B Early Life Lessons

Pattern 5C Possessing a Strong Educational Background

Theme 6- Adversities

Pattern 6A Acceptance and Awareness of Challenges

Pattern 6B Facing Challenges Creatively

Pattern 6C Survival

Theme 7- Influences

Pattern 7A Role Models and Mentors

Pattern 7B Discovering a New Life Perspective

Pattern 7C Inspirational and Life Changing Experiences

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Pattern 7D Cost and Sacrifices

Pattern 7E Cultural Influences

Pattern 7F External Motivation

Theme 8- Adjustments

Pattern 8A Cultural Adaptation and Assimilation

Pattern 8B Learning English Efficiently and Creatively

Pattern 8C Use of Effective Learning Strategies

Theme 9- Personal Characteristics

Pattern 9A Potential, Abilities, and Intelligence

Pattern 9B Discipline

Pattern 9C Patience

Pattern 9D Courage and Strength

Pattern 9E High Self-Expectations

The aforementioned patterns and themes emerged during the interview and data

analysis process. Verbatim expressions made during those interviews were used to

crystallize and support the findings. The impact of having ESL and impromptu responses

may have rendered many of expressions grammatically incorrect. However, they did

reflect the exact words of the participants. These direct quotes provided rich data to

substantiate the findings.

Theme 1: Support System

This theme emerged from five patterns: support and encouragement, create a

support system, external factors, seeking assistance, select an environment that promotes

success.

A support system provided reassurance, confirmation, confidence, and

encouragement to the ESL students. In fact, “without that extended community, that, that

support, it is, it is difficult.” Academic resilience is made more achievable through the

support and encouragement of family, friends, professors, and the community.

56

This support influenced the ESL students‟ success. “Because of my relationship

with teachers, my friends, uumm… they helped me to uumm… grasp the, the knowledge

better and encourage me to study harder.” This support can also be found in a spouse who

provides financially and emotionally. A workplace that provided the means, such as

tuition, time, and encouragement to the ESL students, did assist in making academic

resilience more achievable.

A support system can be especially encouraging when it comes from individuals

of similar background. When the support is not readily available, the resilient ESL

creates it by using different means, such as searching for mentors: “I‟m really, really

believing in mentoring and asking people. People want to help. Sometimes, all it takes is

just to approach them.” Seeking support means turning to different avenues, such as

classmates, professors, family and friends even when it means that the student has to

come out of the comfort zone. There are times when external factors such as scholarships,

bring greater possibilities for achievement. Because the environment plays a pivotal role

in making academic success plausible, academic resilience is experienced by individuals

who have made the decision to purposely position themselves in an environment that

promotes success.

Pattern 1A: Support and Encouragement

Pattern 1 A describes the way the support and encouragement of the workplace,

family, friends, professors and the community at large play a vital role in a person‟s

ability to achieve. While limitations make achievement a difficult task, finding the

necessary support can make this task easier. This is especially true when the support is

from individuals who have experienced some of the same struggles. At times, those

57

individuals helped by providing extra income and emotional support to ESL students on a

consistent basis. Support and encouragement make the person more resilient.

“I would cry and be like (crying). Uumm… and my husband would be like okay,

you can do it. You can do it. What is that you need?”

“It‟s just the support, support. If I needed to study, he would just be home and

cook.”

“The appreciation. The good words, the positive influence “You‟re doing great.

You‟re doing good.” So that confidence repeatedly coming from the, the circle of friends

that I have from relatives, from extended family, from the community, from the church

members. That support system keeps telling me: “you‟re doing good.”

“So without that extended community, that, that support, it is, it is difficult.”

“So accepting who I was, knowing that my, my directions are, were supported by

them and they envy what I am able to do. Even though they don‟t do it, they envy what I

do. Confirming and affirming time and time again what I‟m doing is the right thing.”

“I had one other professor, he was not in the audiology department. I did human

communications class with him and he really gave me a boost, boost that I didn‟t have

before.”

Pattern 1B: Create a Support System

Being new to the country could mean walking into a situation where the element

of support may not be available. In this case, many resilient individuals create their own

support system. Accountability tends to increase the ability to be more responsible.

Finding support proves to be a simple task with great benefits. This support system could

58

consist of individuals who face some of the same challenges, professors, mentors, or any

willing person in the community.

“A few years ago I learned the, the importance of accountability.”

“I think in counseling I realized the reason that I wasn‟t as successful as I wanted

to be in school, and when I first came to America, is because I didn‟t have the support

that I needed.”

“Like I think before I waited for somebody to choose me to mentor me, like to

offer. And I realize that‟s not going to happen.”

“I had other people that and other teachers that I had asked and come mentor me.

And now that I‟m finishing and am going to grad school, it‟s even more important.”

“I‟m really, really believing in mentoring and asking people. People want to help.

Sometimes, all it takes is just to approach them.”

Pattern 1C: External Factors

Even though it often is the individual‟s choice to succeed which makes it happens,

success could also be impacted upon some necessary external factors, such as the having

basic needs met, tuition cost paid, and having the proper immigration paper work. Once

needs are met, the opportunity to achieve is made more possible. Then, having a

workplace that provides opportunities to make learning possible can also have an impact

upon the ability of being resilient when facing scholarly challenges. Other times, it is just

a matter of being the right place at the right time.

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“Being at the right time, uuhh… the right place at the right time because I

remember when I [pause] I went I applied at the university .Uuhh…right now if I came

in, the requirement would be different.”

“I could study here because my job uuhh… subsidize my study.”

“Okay, we had limited funds, of course. And a [pause] so I did manage to get an

assistantship. That together with what I had, more or less allowed me to continue.”

Pattern 1D: Seeking Assistance

The resilience experience is enhanced by the ability to seek help. There are times

when the extra help could make a difference between achieving and not achieving. Help

is sought from different resources and individuals when it is needed, after having done

one‟s best to address the issues. Finding support makes the distress found in struggles

more bearable, especially when it is found in someone who shares some of the same

challenges.

“Whatever I don‟t understand, I had to ask other students if they understood and

then makeup those parts that I don‟t understand.”

“So we have to ask for extra help even making an appointment with the professor

uuhh… and ask him to help me to understand what was he talking about.”

“Use the resources that schools offer.”

“Surround yourself with good friends, trusting friends. Get close to a faculty

advisor.”

“Find friends. A few friends. Doesn‟t have to be a lot, but at least a few people

that you could rely on. Find friends. Find a couple of professors that can help you out

60

from your department or not. You know, if you can find somebody from your department

it‟s better ‟cause they know the field.”

Pattern 1E: Select an Environment That Promotes Success

An environment that is more conducive tends to increase the likelihood of

succeeding. In order to experience academic resilience, the ESL students placed

themselves in an environment that was more conducive to learning. This was achieved by

making choices that created a successful environment: Some of the choices could have

involved choosing a school wisely and developing friendship that encouraged effective

ways to succeed. Being around success can be communicable.

“In an environment where you‟re focused on academics and that‟s where [pause]

uumm… that‟s where you put your energy to. So, your chance of succeeding is higher.”

“I would talk about the challenges or really how to pick the right school to go to

(laughter). That, you know, having the right environment really helps you.

Just find the right school. Trying to find, to find some diversity. Or you know, even

people from your own country there if possible. It‟s not always possible.”

“And, and learning from, from, from American people what are the ways to, to

succeed in America? And that, that happen to me so [pause] sometimes you have to

sacrifice your uumm…friends.”

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Theme 2: Value System

The patterns that emerged from this theme included working harder; perception;

remaining focus; valuing the process; prioritize school; time management; and

determination, dedication, and persistence.

Individuals‟ values play a crucial role in the ability to be resilient. It has been the

cornerstone of the decision-making skills necessary to achieve success. To be a resilient

ESL student means having to be willing to make more effort than the average student to

overcome the disadvantages that comes with this status. Academic resilience demands the

understanding and realization that “nothing will be given to you.” The experience of

academic resilience demands more time, energy, concentration, and effort, and doing

whatever is necessary to make academic success a reality. Resilience is gained from a

perception that accepts a positive attitude and shuns negativity. Success is the only

perceived and accepted possibility for the academically resilient learner. “I didn‟t have

any other choice because again I understood..uuhh.. the failure of dropping out or the

consequences of not completing the program.”

The positive belief system found in resilient individuals encourages greater

determination, dedication, and persistence. “Tenacity, that‟s the, the word that really

keeps me going is, regardless of what happens be tenacious, don‟t give up.” The focus of

the resilient ESL student is placed on the goal and purpose, not adversities. School is

prioritized, and time is properly managed; the process itself is valued because of the

enjoyment that is gained from the learning experience itself. Academic success demands

the best from the ESL student who is willing and able to do so.

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Pattern 2A: Working Harder

The experience of academic resilience consists of a conscious effort to better

understand the language. Achievement of this type of resilience requires more work on

the part of the nonnative, than the average student, in order to succeed in school. This

pattern speaks of the need to work harder to learn more in order to overcome the

challenges faced in school.

“When I came here I was different. I was different in a way because I know I

wasn‟t an American. I wasn‟t an American. I‟m [pause] uuhh… therefore, I‟m a little

[pause] I‟m different. Therefore, I need to act differently. So [pause] when people are

partying. I „m going [pause] uuhh… I need to go be at the library myself [pause] uuhh.. I

need to put an extra effort because I knew I was a little bit at a disadvantage [pause]

uuhh…compare to the native so I need to put some extra hours. Extra hours.”

“Because you can succeed, uuhh… but you need to put some extra work. Uuhh…

when the native are partying, you cannot partying like them. You need to be able to sit at

the light, where at your home studying, cranking the material, again.”

“We have to try harder in order for us to achieve what we want and what our

parents are looking for. Uumm…so we just try hard and hard and hard and ask around

other students if I don‟t understand, ask for their notes.”

“I guess we have to spend extra hours [pause] uuhh… if we want to understand

the subject or the class period. Uuhh… We have to go back and study again and until we,

we get it.”

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“Spend more time studying (laughter) probably they study the same material but I

had to spend more time studying because uumm… I had to look word that I didn‟t know

in the dictionary. I had to try to understand the things in context more than [pause]

uuhh… they would have. I need to that.”

Pattern 2B: Perception

This pattern peaks of the role of perception in the experience of academic

resilience. Success is defined in terms of academic achievement. Different beliefs helped

to produce academic resilient. Education is viewed as a necessary and only option.

Achievement can be achieved in spite of language barriers, success knows no color or

creed, and a person can achieve in spite of limitations. This pattern states that the agony

of defeat is worse than the sacrifice needed to achieve. Success is dependent upon effort,

not background. Therefore, no one, not even professors, can stop anyone from achieving

because it all depends on a grade or effort, not a professor‟s feelings or a student‟s status

or background.

“If you have a good education you may, uuhh… that may not be the end really.

But at least you have something to fight with. So this is what I have opted for to go to

school to have a good education."

“I would say it‟s hard, but you can accomplish it. Anyone can accomplish it.

There is no excuse for not being educated.”

“So all of that was… I was working actually 48 hours in a school, going full-time

for a graduate uuhh…. program, but all of that was inconsequential because I knew that

was temporary. My goal is to succeed in life. “

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“It‟s doable. Anybody can do it. You can do to. All it takes is desiring. If you

desire to, to get it, you can make it. And you can earn more money if you be part of it.

You would a [pause] your life would be happier, if you succeed academically. Academic

success is the root, the foundation that you can build on. So if you want to be happy, take

a short moment. It‟s a short amount of time compare to the rest of the life you going to

do. So invest, it‟s an investment in your future success.”

“We were put in, on this earth to excel and do the best we can.”

“So you can clean a toilet and you think: I am cleaning a toilet and I am an

engineer. And my wife could think: I am cleaning a toilet and I am a dentist. What am I

doing here and doing that here in America if I could be in my country and doing other

things? When we have that feeling, the answer that we have is: well I‟m doing, I am

doing it because I want and I choose to do that.”

Pattern 2C: Remaining Focus

To increase the possibility of experiencing resilience greater focus is required on

the part of the resilient academic ESL student. This focus is not limited to the subject

matter, but it also relates to the purpose and goals that will lead to greater achievement. It

requires psychological focus where success is consciously and consistently kept in

forefront of the mind.

“I feel like I have to focus 200% (laughter) instead of 100% [pause] Uumm…to,

to understand, there is no time for me to uumm… take a break or like look for something

or think about something else because I lose the context and then it just, it takes a while

to get back to what the teacher is talking about. “

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“First of all, it was just [pause] a [pause] you know, a personal goal. Just to go

through school. I came to this country to go to school. That‟s, that‟s why I came.”

“And a [pause] be tolerant with other people and then others will be tolerant with

you. So there, there is a [pause] I think there is a mix of academic and also goal oriented

a focus, and, and even psychological focus really.”

Pattern 2D: Valuing the Process

The benefits of achieving resilience can be a part of the process itself, not just the

end result. Perceiving each achievement as a milestone makes the experience more

enjoyable. Remembering that the struggles are temporary provide the needed strength to

keep the momentum when facing obstacles. Feeling stimulated and enjoying learning also

plays a role in the increase of the possibility to achieve.

“So my overall strategies, this is a milestone, not a goal.”

“Success in life has a milestone. One of the milestone is graduating. So for me to

graduate, I have to focus on my, on my, on my goal so I have to graduate. I have to do

that, so when, when I consider that when I b [pause] I guess when you have a higher goal

all the others are inconsequential. “

“Personally, I like to study.”

“It‟s very uumm…. stimulating activity to study and every time that I am facing

to like a uumm… test or quizzes… your brain work harder and like it rejuvenates.”

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Pattern 2E: Prioritize School

Making school a priority can be difficult. It means making changes to some daily

activities in order to make academia a priority. It also means setting boundaries with

loved ones, the workplace, and wherever it may be necessary to do so. To add to this,

television and any other potential distraction must be addressed. Education must take

precedence. Resilience makes it a necessary factor in order to gain positive rewards in

colleges and universities.

“You just need to make sure your priorities are straight and uuhh… you have that

your school is your priority. Because if you think your just gonna lay back and watch TV

and be like “I‟ll do it later” or go party, it‟s not going to work. Uumm… if you‟re doing

school, then its school first and everything else that [pause]. And you can still have fun.”

“It came to a point where I realize that I really cannot let anything else

uumm….stay on the way. I have to make school a priority.”

“Set boundaries for my friends, set boundaries for my family that, that was hard

uumm… „cause we‟ re very close family. Uumm… and set boundaries with my work

where I said school will take priority and try as much as I could not to let distractions stay

in the way.”

“And it‟s like, life is always going to be here. Friends are always going to be here.

Parties are always going to be here, whatever. But your school, this is the time in your

life when you can focus on it.”

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Pattern 2F: Time Management

Time management is a pivotal factor in experiencing successful resilience. This is

especially true in the case of someone who has more time constraints, such as having a

family, than others. Consistency in the use of time management requires many sacrifices.

“So, you need to be able to read and understand what you are reading and [pause]

do the uuhh… do the homework. You cannot spend uuhh… a lot of time on TV.”

“Well, he always used to tell me that I have to a use my time wisely.”

“But even then, there is more need to a [pause] to manage time even more when

that [pause] when you have this additional constraints.”

“And the key was time management and well defined goals. In fact, I could

redefine goals also.”

Pattern 2G: Determination, Dedication, and Persistence

According to this pattern, determination, dedication and persistence provide the

drive to succeed academically. Greater challenges bring more determination. The ability

to prove pessimistic individuals wrong motivates as well. The determination to succeed

in school derives from the perception that education will provide a chance for a better

life. This determination also brings a sense of accomplishment. Determination causes

dedication and persistence. These factors call for taking extra measures, such as accent

reduction, in order to overcome obstacles. Success is viewed as the only option because

the cost of failure is too high a price to pay.

“Determination. Uuhh...not letting barriers and handicap to hold you back.”

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“It is the fact that the determination that I have uuhh… to succeed because I knew

the reason why I, I came here. Not to play around.”

“I needed that to graduate and it [pause] I „m not gonna just stop. You know.”

“So being determined means not wavering from the end goal you set for yourself,

despite what happens here in the process. The end goal may be 10 years away.

Uuhh…but you don‟t waiver, because of what happens [pause] so that‟s what I call

determination.”

“Well, I was persistent because first of all, I could not quit, even if I perceive a

difficulty. I, I that was no option, right.”

“And uumm… also being up for the challenge. If you tell me I can‟t, just like this

professor, you tell me I can‟t do something that I know that I can do and I, I identify that

you tell me those things because of your own limitations. I‟m going to [pause] I‟m not

going to fuss. I „m not going to argue. Your, my finger is not going to be pointed all over

in your face. I‟m just going to go back and prove you wrong. It might take years but it

will get, I will get there [laughter]. So, it was more of , you know, that determination. It‟s,

it‟s another strength.”

Theme 3: Inner Strength

Theme 3 emerged from these patterns: past accomplishments; experience and

connection with god; pressure of success; intrinsic motivation; and overcoming past

fears, failures, and disappointments.

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When outside influences are not sufficient to motivate, resilience still requires the

ability to be able to overcome. It is during this time that inner strength is of great

importance. This inner strength is what keeps the momentum of resilience when all else

fails. Past accomplishments are a constant reminder to resilient individuals of their ability

to achieve in the future. It sets the mood for achievement and prepares the soul for the

obstacles to be faced. Strength is also gained from a personal relationship and connection

to God. The resilient person views God as a way to overcome all limitations. “Once a day

where I can meditate and reflect and connect with God. And no matter how, how

discourage I am and what happens, I always find hope and I can keep going after that.”

Faith is a great source of strength to the resilient ESL student. Success is then made more

reachable, especially in the midst of the pressures that make success the only viable

option because it affects many other areas, such as getting married and making an

educational investment worthwhile after all the sacrifices have been made by the family.

Inner strength also grows from intrinsic motivation and the overcoming past fears,

failures and disappointments. Possessing intrinsic motivation keeps the momentum where

external motivation cease. The ability to self-motivate through self-inflicted goals can

make academic success more feasible.

“And one way, I sort of combated the situation is, is create a parallel challenge

and then while you achieve that challenge on a continued basis take it with you that

success can come and success is possible because through the process of PhD, I‟ve seen

many people burn out, especially in big schools where I was.”

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In order to fully experience academic resilience, the ESL students must willingly

face unpleasant situations no matter how challenging it may be.

“But it was just hard to get out of bed. Get out of bed, get ready and know that I

am walking towards this hell for a whole day. You know and I had to do it the next day.

So, I had to, you know, be brave and courageous just say, okay, just going to do that one

more day.”

The ability to triumph each difficulty faced enhances the ability to be resilient when

facing future challenges.

Pattern 3A: Past Accomplishments

The way past accomplishments encourage future accomplishments is the focus of

this pattern. The pride found in past accomplishments encourages academic success. As a

matter of fact, past academic achievement led to more academic achievements because it

also increased self-confidence, which brings about a better outlook.

“If you were a good student, uuhh…a bright student back from wherever country

you were uuhh… uuhh…you came from in spite of the language barrier I believe you

should be able to succeed.”

“Well, the need to (laughter). I guess uuhh… I always been uuhh… good student

so there was no way of me to changing because, just because I didn‟t speak the language

so I had to excel here also, even if I wasn‟t in my country though laughter.”

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“But I, I, I had good grades always so for me uumm… Doing otherwise would

have been a out of the (laughter) normal so I have to keep on trying to do my best so

achieve the same results even if they are not the same, but at least the best I was able to

do.”

Pattern 3B: Experience and Connection With God

Religious belief provides strength. The strong belief and relationship with God

help to make resilience possible. A Christian background exerts an influence upon the

individual‟s view of the world; this experience with God assists in the maintenance of

resilience. This pattern reveals that faith, prayer, and the spiritual journey itself close the

gap between limitations and achievement.

“My source of strength is [pause] has been really my belief in God because he has

been with uuhh… me back home. I believe coming to a foreign country, would not let me

[pause] uuhh… not let me [pause] down [pause] so I always believed in that and it is part

of me.”

“There‟s a God that makes all things possible. All things are possible. When

they‟re not, I think there‟s another way for me. So, accepting one‟s limitation by trusting

in the supernatural.”

“My source of strength, first of all to God, yeah I pray a lot because I knew my

limit. Uumm…and a [pause] many times I was discouraged but I have to, I have to look

for health and also uumm... encouragement. So, I‟ll often spend time: devotion and

prayer.”

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“And I had hard time achieving whatever the teachers were expecting the students

to do. So [pause] I, I had to pray a lot, I think. Uumm…and before I open the book, I

pray. Before I open my exam, I pray. Before I took the quiz, I pray to God to help me

remember those things that I study.”

“Let‟s say something happen, I can talk to my mom or I can talk to a friend or I

can go out to a movie and forget about it, or go out with friends and feel better. But at the

end of the day, when you come back home, the problem is still there. Where when I

present it to God and when I meditate. I feel like, even though the problem is still there,

because of my experience with Him, I know that it‟s going to be taken care of and that‟s

He‟s in control.”

Pattern 3C: Pressure of Success

The mere fact that sacrifices were made to move to the United States makes

resilience more important. Individuals come here for a better life, and this expectation

supersedes the desire to yield to the struggles. Having left everything and having

everything to gain by achieving stimulates resilience. At the same time, future

expectations motivate the desire to succeed. People who achieve here achieves not only

for themselves but also for those left behind in their home country. Moreover, the

expectation of success is common for those who are nonnative English speakers.

“I think maybe my family who they, uumm… just to graduate and [pause]

uumm… When I graduated from bachelor it was a big deal because it was my… ta

[unfinished word], recital, being a, a music made by performance [pause] my recital then

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graduation, and then the wedding. And my parents came for all of that, so it was that

pressure then. Everything needed to be right. Uumm and, and then that kept me going to,

to just everything so I can get married.”

“Leaving everything. Leaving family and friends to do this. I got to do it

(laughter). It‟s the pressure there too yeah.”

“I think here, coming to this country. It was the pressure that I came for, to

[pause] for, for this. This is, this is what I came to do. Uumm… and I have to do it. So it

was the pressure of, you know, getting all that money invested in my career and I have to

get it done. That‟s, that‟s it. There‟s nothing else I‟m doing, I‟m just studying. So it was,

it was different.”

“So I think that in one hand we have more skills. We‟re more stimulated to

succeed than the average people in America because they grew up here and they don‟t

need it. But we have to make it. There‟s no, there‟s no way and we cannot back. We can

go back. We, we go back, but going back without succeeding here is like… so you have

to make it. And probably that is the main, the main difference.”

Pattern 3D: Intrinsic Motivation

The desire to excel is a strong motivator of resilience. Intrinsic motivation lessens

the impact of difficulties that are being faced. This type of motivation is also increased by

the desire to be a role model and the ability to create some task that self-motivate.

“If I believe in achieving something that [pause] uuumm… I don‟t have a weak

bone in my body that says: “I can‟t do it”. If, If there is an agreed upon thing that is, here

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is a good thing to do, let‟s do it. If that call said, if I buy into it [pause] uumm… I, I, I

need very little motivation [pause] uuhh…to, to do things. Uuhh…if I believe in it.”

“So, so you have to be on top of everything. Wherever you are, you should always

try to keep yourself informed because nothing is for granted for you specifically.”

“And almost so, you know, tend to be a perfectionist. I like whatever I do, to do

well.”

“Well, uumm… the desire to excel and do what I started to do.”

“To finish what I started to do.”

Pattern 3E: Overcoming Past Fears, Failures, and Disappointments

This pattern speaks of the need of not allowing adverse situations or obstacles

discourage achievement, as well as, not allowing disappointment to hinder it. In fact, one

must not give up and do whatever it takes to succeed. It is important to believe in self in

spite of limitations, anticipate setbacks and plan for success. In this case, overcoming

challenges because a deliberate choice made by the person experience resilience.

“I took a history class and I had a really challenging teacher… So, I dropped the

class. Uumm… because I knew I wasn‟t going get an “A” [pause]. And I had a chance,

the option to choose another tea [unfinished word], teacher or choose the same one. And I

waited I think a semester. By the time when I chose the same one because it was just, I

wanted to overcome that.”

“My teachers asked if they could publish them in a journal or something, nothing

major. But uumm…and I think it‟s because of that class and because of also probably

because I was so insecure because English was my second language and so afraid of it

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that once I did, I probably put a lot of effort to learn how to do it well „cause I wanted to

overcome that fear.”

“I didn‟t want it to be something that I always feel I failed at, so going back and

getting an “A” in that class. It was so hard [pause] and that‟s what I struggle with, just

getting little things done and overcoming that [pause]. It felt really good. And

overcoming things like that just made me realize that: I can do whatever I set my mind to.

I have it in my brain, I ca [unfinished word] I have the ability. I just have to take the time

for it and put the effort into it. “

“I went back and I walked in there. People were like “oh, it‟s so nice to see you

again”. I was like “whatever [pause] I [pause] yeah” Uumm…“I don‟t really want to talk

to you”. I went straight to the people that, you know, knew the situation, to those

professors. And I said: “okay, well I‟m back. But so what do I need to do to catch up

and…” So I did have to catch up. Uumm…that cost me a year (laughter). Uumm… it did

cost me a year, you know. A summer ended up costing me a whole year just because I

had to get the rotation back.”

“Take the criticism. Don‟t necessarily take it personally so that it hurts too much

and you‟re discouraged. But listen and go back and see, is there any truth in it and how I

can change it? And then just, you know, stick to your goal for your future, you know.

Why, why are you here?”

Theme 4: Hope

Theme 4 emerged from several patterns: purpose driven and goal minded, and

inspirational and life-changing experiences.

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When everything seems overwhelming and impossible, the ability to believe and

hope for a better future maintains the momentum to experience academic resilience. This

belief makes the sacrifices, struggles, and possibilities more tangible while going through

the academic journey. The experience of resiliency calls for the ESL student to set the

mind upon the purpose and the goal in spite of everything, “What kept me going was

where my sight was.” The challenges faced during the academic journey are viewed as

temporary, whereas the joy of success is perceived as a permanent accomplishment.

Motivational life stories heard or seen have an impact upon the engagement of the

academic resilient ESL student. Resilience sometimes occurs after a significant event

which changes the course of the ESL student life.

Pattern 4A: Purpose Driven and Goal Minded

This next pattern describes the importance of planning and remembering one‟s

purpose and goal. The academic resilience experience requires planning for success.

Always keeping one‟s purpose in mind encourages academic achievement. At the same

time, the experience under inquiry requires a conscious decision of remembering the

reasons why there is a desire to achieve these goals. Some participants have set short-

term and parallel goals in order to make long-term goals more manageable. This pattern

speaks of having to not only stick to the plan with determination, but also setting goals

that outlive graduation.

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“But when you just come in to test the waters and you really don‟t know what you

want to do, it, it get tough to have that motivation or that reason, to keep moving, to keep

pushing.”

“You, you set a goal that drive and to achieve and you‟re not going to take “no”

for an answer regardless of what it is you said that you are gonna do this. You sit down,

you logically think through, and say, “here is what I want to be. Here is what I want to

do.” So, for me I said “I‟m going to have a PhD.”

“Reading a lot and never forgetting that the main goal that I wanted in life was to

become a professor of computer science.”

“Things that I did to overcome the challenges and keep pushing myself was just

saying, you know, keep focusing on my goals.”

Pattern 4B: Inspirational and Life-Changing Experiences

Resilience can be generated by inspirational and moving events. These events

lead to a shift of mind that leads to academic success instead of academic failure.

Inspiration can also be found in the stories told of individuals who have been resilient.

Inspiration is also found through encouraging words and events.

“When I finished high school and went to college, I became rowdy. And after the

first year, I didn‟t care about school. So my grade started to slip [pause]. When my

uuhh… siblings learned uuhh…how poorly I was doing in school, they send me a whole

cassette. A tape with their comments: what it means for the family, what it means for my

future. That the idea of going to graduate school is doomed if I continue in that path

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[pause]. This was just second year and I cried when I listened to that tape. I cried. And

that was that. And from that day on, I changed everything and got straight A‟s. By the

time I graduated, I had 3.7 G.P.A. in my undergraduate program.”

“There‟s always, we can learn. Same time we can use those thing uumm….to

bless other people. Uuhh…. change the lifestyle of other people. Uumm… and usually

they, those people that he mention are educators and uuhh…preachers, uuhh…

missionaries, and uumm… I, I really want to be one of them either a teacher or

missionaries or, or ministers.”

“Example like King David, he failed but…uuhh…he trusted the Lord and God lift

him up when he repent. Uumm… Moses…uumm… he failed, uumm… he, he become a

most wanted man in Egypt and need to run away from his, you know, from, you know,

from, from the Egyptians. Uumm… but they didn‟t, you know, totally abandon and after

time, period uuhh… God raised him again. So those kind of bible characters gave me

hope.”

Theme 5: Past Experiences

Theme 5 emerged from several patterns: childhood experiences, early life lessons,

and possessing a strong educational background.

Early life experiences often set the tone for future choices. “I think doing music in

my life helped me understand…uuumm..how to learn, how I learn and, and how to

succeed.” This theme addresses the way family, culture, social, and educational

background have played a role in the experience of academic resilience is discussed.

Being a part of a strenuous schedule, for instance, teaches the values of discipline,

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priority, and success. Lessons learned during the early stages of life help to shape the

mind of the future resilient academically resilient ESL college student.

Parent, spouse, and teacher play a vital role in this experience. This theme also

addresses the fact that watching others succeed and having a strong educational

background encouraged the ability to succeed academically also. When comparing the

education system in the home country to the United States, it is referred to as being

“harder than it is here.” A strong educational background offsets the upcoming

challenges that come with the many barriers faced by ESL students. Consequently, ESL

learners may not understand the language but are able to achieve because of their strong

background of the subject.

Pattern 5A: Childhood Experiences

Some childhood experiences indirectly teach about resilience. These experiences

can be activities and hobbies that require discipline and responsibility. Early in life, one

also can learn the benefits of persistence, practice, and healthy competition through those

same activities that promote growth. Having succeeded during the early years of life, in

spite of a gruesome schedule, is an experience that proves valuable to the ability to be

resilient when facing challenges as a nonnative student. Whenever individuals are

exposed to a family that demands and exemplifies achievement throughout their

childhood experience increases the possibility of making life choices as an adult that will

lead to academic resilience.

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“My mom doesn‟t know how to read and write but I was uuhh… I went to private

school all of my life [pause] but education was very important to [pause] uuhh…to her.

She put me into private school. Uuhh… so education is very important.”

“I was going to school and as soon as I got out of school, I would go to the

conservatory for classes and practice and everything until like 8 or 9 at night. And then

would go home, eat dinner, go to bed and go to school and I succeeded. Uumm…so you

can do a lot of things in one day and still be, be good.”

“The more I do it, the better I get and that‟s how I grew up. And that I needed to

practice in order to get better and I need to study in order to get better. And it, it gave me

that… uumm… I guess it helped me organized my life.”

“My dad was the first person in his village from his farming community to learn

how to read and write first. And he didn‟t have a lot of money, but he invested all he has

on our education. He made sure we went to the best schools. He made sure school came

first. Despite what happens, priority in our home was your education, that priority.

Everything else came secondary. Of course, God is first. But everything else came

secondary.”

Pattern 5B: Early Life Lessons

This pattern directly speaks of the impact that early life lessons has upon decision

made in the future. The lessons learned through example often make the experience of

academic resilience plausible. Words that have been said also had left a lasting

impression upon the minds of the ESL students.

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“My mom always there to uuhh… to, to push us to do [pause] to say [pause] if

uuhh… to say, “okay if I was able to read I could have done uuhh…better.”

“Uumm… and my dad always said, “you know “when you try hard and hard

enough, even though sometimes you fail, uumm… that doesn‟t mean that you fail

totally.”

“My family, cause they‟re encouraging. Uumm… they always, you know, told,

told us that we were smart. That we could, you know, do an education and always pushed

us to get the highest level of education that we could get.”

Pattern 5C: Possessing a Strong Educational Background

The education system of other countries could be very difficult. There have been

times where nonnative learners stated that the education they found that their home

country education can be more involved than that of the U.S. system of education.

Having had a strong successful educational background from the native country provides

the necessary skills to succeed in the United States in spite of the language barrier.

“If you were a good student back in your country you should be able to do good

here no matter what the language barrier you are going to face with.”

“They were things that I already knew in Spanish. I just needed to perform, to do

it.”

“Well, education in, in Chile is, in my opinion, is harder than here.”

“Yeah, that, well that was the reason why that I could a, basically had some good

background that allow me to continue doing well and without having to quit.”

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“In fact the, a undergraduate study in Electrical Engineering has helped me a lot

because they‟ve given me good background when I came. When I went to England and

then when I came for graduate studies. Very good background.”

Theme 6: Adversities

Theme 6 emerged from several patterns: acceptance and awareness of challenges,

facing challenges creatively, and survival.

“Yeah, yeah I, I can, I think would have been easier if I had done everything in

Romania. A lot easier, but that doesn‟t me I don‟t do it. I did it still.” Adversities

themselves bring resilience. Some found that greater challenges make them more

determined. Adversities also expand the mind in regard to finding ways to overcome

struggles that are being faced. The recognition and acceptance of those challenges bring

greater desire to achieve as well. Challenges will be faced, and knowing the challenges

makes it easier to achieve. Academic resilience demands the ESL student set aside any

delusion that comes when facing the obstacles while setting a plan of action to face the

reality that comes with those challenges. Facing difficulties requires flexibility and

creativity. This experience demands that individuals put themselves in a survival mode

where hard choices have to be made.

Pattern 6 A: Acceptance and Awareness of Challenges

Knowing what to expect makes the nonnative better able to address those issues

that are faced in the academic realm. Accepting those challenges brings a certain peace,

which makes success more conducive in the life of the ESL student. Experiencing

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resilient comes with the willingness to face and accept limited options while making the

necessary sacrifices less difficult.

“Okay, this is one of the things I have to do in order to get to what I want to get

to.”

“Once you put your heart into it and determine where you want to be, don‟t give

up. There are going to be challenges, accept those to be challenges on the way.”

“I, I think it‟s a insistence and a just continuing the work you know and, and, and

wanting to learn more and more and just take all these struggles and difficulties as, as a

fact of reality you know.”

“Know what to expect.”

“Something happens. I mean you sometimes you think you going to lunch, you

gonna meet up with your friend and relax before you go back to, to the classroom. But

then you go to lunch and you talking about something like that. So that weighs on you.

You go back in the stress classroom more frustrated then you were when you left. And so

you have to kind of take those deep breaths and say “okay, let me just keep going,

whatever”. A lot of whatevers.”

Pattern 6B: Facing Challenges Creatively

Resilience is experienced through the use of flexibility and creativity when

dealing with difficult situations. The ability to apply creative solutions to a problem

makes the difference between one who will successfully achieve academic resilience in

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comparison to one who will not. Academic resilience requires above-average decision

making skills as well as flexibility.

“So this energy I found is, I would go ask for a job at the cafeteria that way I

would get free food. I don‟t have to worry about food, I‟ll get some money.”

“Resilience meaning, it means that you stick with it and you find a solution and

you look at why you are where you are. Why, why was there a problem and, and can you

get back on track?”

“In fact, the long, the long term goals are sometimes more difficult to manage

because they are actually long time. Right but a, a, a sequence of short term goals could

lead to a long term goal accomplished anyway.”

“So they are always like “we‟ve never done this before but let‟s try it and see if it

works”. So they always give them that and so I say “well [pause] yes [pause] let‟s just try

it and see, you know. But I always had to kind of prepare my argument well. I‟ll [pause]

you know, we‟ll talked about this. This is a problem. And I thought maybe this is why

and how about we do this. But I had, always had to have my plan of action.”

“Once I was able to get the right, uumm… the supervisor that I wanted which I

had expressed those issues to. I was able to tell them “how about you step out of the

room?” [laughter]. We had a microphone an FM system uumm… in the room so they

know, they hear it, they have uumm… a microphone and a earpiece.”

Pattern 6C: Survival

The instinct of survival encourages resilience. When the resilient person is forced

into a situation where survival is expedient, there is a tendency to make decisions that

require greater tenacity and determination, which then, causes them to make more

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difficult decision. As they are able to see beyond their current situation, they cease every

opportunity to achieve.

“But when at, at the stage that I was, I, I first came in that was not an option for

me. So when, when you have different options your decisions and choices would, would

be uuhh… corroborated by that. But when, when, when you don‟t… I, I, I think resilience

and tenacity. I think get more affirmed when you know you have a very slim chance of

making things and you‟re determined to do it and it just become automatic I think.”

“So it‟s not an option that I have would I ask my dad? I would ask somebody else,

I would ask, I‟ll take a loan… Those are not options for me. So, when, when you don‟t

have an option, I don‟t think, I… you don‟t ask those questions that‟s, that‟s what is in

front of me, that‟s what I have to do, that‟s what I came do.”

“I didn‟t have any other choice because again I understood [pause] uuhh… the

failure of dropping out or the consequences of not completing the program. People would

say, “well I told you so. I told you, you couldn‟t do it” [pause] uuhh…or people would

say, “well, you were trying to prove uuhh… something [pause] uuhh… so it was.”

“Yeah, well, I guess is not as, is not as easy as it is. But probably in a way [pause]

uumm… it‟s, it‟s better because uumm…you take things more seriously.”

“You don‟t speak the language as well as somebody else does, then I have to, at

least excel in school and get farther getting some other steps, taking, taking this make

sure you have an education to get somewhere.”

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Theme 7: Influences

This theme emerged from the following patterns: role models and mentors,

discovering a new life perspective, cost and sacrifices, cultural influences, and external

motivation.

Many influences have an impact upon the experience of resilience. It is true that

having the necessary background, family, and culture can make the path of resilience

more achievable to the person who faces the unique challenges that come with being and

ESL student. Growing up in an environment where education is paramount assist in the

support of the idea of academic resilience while providing the necessary skills that will

assist someone to become more resilient academically. People who grew up in a culture

that promotes and provides a strong educational background is more likely to achieve

wherever they are. Doing so provides the necessary support to achieve academically.

Being a part of a family and community that embraces this cultural belief makes

the experience of academic resilience more personal. At the same time, the cost and

sacrifices makes the desire to achieve more paramount. However, there have been times

when academic resilience is later discovered.

Pattern 7A: Role Models and Mentors

To be inspired by someone create a greater desire for success. A role model could

be a professor, a biblical character, or a father, to name a few. Finding that someone who

gets the attention of the seeker of success makes a positive difference in that person‟s life.

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“Uuhh…Whether do I want to be like so and so. I want to be like my dad. I

wanted to be like those engineers. I want to be like those professors. Having a role model

that I want to be there.”

“Many people have been an inspiration for me because they, I have seen their life

and I have seen how they work and I learn from them.”

“It was my father. He was a major influence and mentor and guide and… very

important person and. So I guess it, it, it, it, it was my father and then my wife.”

Pattern 7B: Discovering a New Life Perspective

There have been times when resilience comes later during the process of

academia. Sometimes, it takes an unusual circumstance or event to bring a wake-up call

or a new perspective on how to face the present reality. It is this new perspective that

brings the act of success within reach. This shift of thinking turns a self-defeating mind

into one of resilience and endless possibilities.

“I would still sometime be tempted to think like “you can‟t do anything right”,

you know but uumm… and maybe I‟ll think, feel that way for, for a little bit, but then I‟ll

come and it‟s like, okay. You might not do anything right, but what if just that wasn‟t a

good method. Come up with a different method. And that might fail too… but uuum…

then you come up with a different one and eventually, you‟ll find something that works.”

“Where in Romania every time I would fail, I would just think, “I can‟t do it. I‟m

not capable. Where here [pause] uumm… if I would fail, I would think: “This didn‟t

work, what else can I do that would work”.

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“So, changing my thinking and to uuhh… uumm…. Maybe the method wasn‟t

good or my way of approach wasn‟t good, instead of me not being able and having to do

with me. I think, helped me a lot and I think this goes back to resilience as well that‟s

what helped me to be resilient, changing my way of thinking.”

“I started [pause] uumm… coming to church and I started changing my life, like I

want to be a new person.”

“I thought to myself: probably American people they receive another salary, they,

they [pause] when, when you apply for a job if you are American you will receive a

higher salary, than, than I who is not an American. I, I thought that but later I realize that

it was not like that. It was just the way, the way that you faced the life.”

“But it all started by uumm… the wakeup call realizing “okay this is going to be

hard. And okay, not, not everybody likes me. And not everybody understands me.” So I

[pause] from that point, once I realized that I had to say, “Well, how am I going to get

anywhere?”

Pattern 7C: Cost and Sacrifices

Families, loved ones, and nonnatives find themselves making extreme sacrifices

to make education a reality. Time, energy, financial contributions, and emotion are

invested in this venture. Looking back and focusing on those sacrifices creates greater

resilience on the part of the ESL students.

“I knew that it took lots of sacrifice from my parents in order for me to study in

the states. They knew that the education system in the United States is one of the best

[pause] uumm… they could find. Uumm…. so they sacrifice [pause] Uumm…. A lot in

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order for me to study, to support me to study here, so knowing that, that my parents are

sacrificing their life, their, their, their money, their whatever [pause] Uumm…in order for

them to support me. Even though I was challenge in, in different areas, there were many

obstacles. I had to think those things and then [pause] Uumm…try harder instead of

giving up.”

“But I‟ve invested time, energy, emotions and also the financial aspect of it. You

know, my parents invested the money. So I always made sure that I was going to

graduate and I was going to make it worth, you know. Uumm… make it worth the

effort.”

“Because I had too much invested. I, I had too much invested. I did. I went

through 5 years undergrad. I did, you know, 6 months of 2 quarters, whatever, of ESL.

Then, I had to do, you know, the actual 4 years of school. And I got my degree [pause]

uumm… but I knew I needed to go to at least, to either a master or go back to the same

program where I was.”

Pattern 7D: Cultural Influences

This pattern speaks of the way academic success can be intertwined with culture

when someone comes from a culture that strongly promotes education. This expectation

brings a feeling of expectancy of achievement. In these cases, the academic resilience is

an integrated part of the individual that is not easily removable.

“Education was very important. In fact, for, for all the whole Haitian population is

[pause]. Education is important.

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“Part of it maybe is cultural. Because in the culture I grew up… uuhh… if resp

[unfinished word] if you want to be respected, you have to be educated. Uuhh…if you

want to be heard, you have to be educated. So, if I wa [unfinished word]… if my end goal

is to contribute back, you need those [pause] uuhh…level of respect, to give back or to be

heard. So in order to get to that level it was something I said, I have, I must do. Uuhh…so

that, that, that was something just already uuhh… said.”

“Asians we have a higher, like very high expectations.”

“Asian people look for uuhh…the best thing you know. Uuhh…good grades.

Uumm… and also I want to.”

Pattern 7E: External Motivation

External factors such as family, professors, religious beliefs, newfound

confidence, and other circumstances can enhance the desire to experience academic

resilience. Education is perceived as the only way to overcome an unpleasant situation,

such as self-removal of an unfulfilled workplace. This incentive also helps keep the

momentum of resiliency.

“I mean being a musician sometimes you feel like you need to have something

else. Uumm… cause you never know what‟s going to happen to you. And it‟s also not a

very reliable career and, you know. If you have an accident and you cut a finger, that‟s it,

I can‟t do it anymore.”

“It was very good income and great opportunities, but it wasn‟t uumm… mentally

challenging. And I realize the only way to get out of that job is to get an education.”

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“I did have some teachers that uumm… were an inspiration to me and uuhh…

sometimes I uuhh… even uuhh…even if I didn‟t feel like studying, but wanted to write

just felt like I can postponed it. I, I would go and study out of respect for them.”

“But in for motivation, I, I can say that we need to find the right uuhh…the right

motivation. Get it from God, from your family, from your values and, and getting from,

from the people who knows the reality in America.”

Theme 8: Adjustments

Theme 8 emerged from these patterns: cultural adaptation and assimilation,

learning English efficiently and creatively, and effective learning strategies.

To be academically successful, adjustments must be made to one‟s worldview and

approach to learning. ESL students have to have the willingness to “put aside their own

culture and try to adopt American culture as soon as possible.” The familiar comfort that

comes from similarities and culture must be dismissed up to the extent that it impedes

academic progress. Resilient ESL students make the effort of adjusting their beliefs in

order to adapt to the new culture and do so without compromise themselves. In other

words, they keep the beliefs that promote academic growth while rejecting the beliefs that

could lead them to fail in the American school system. Doing so requires “flexibility and

tolerance.”

Flexibility of thoughts and action also plays an important in the quest for

achievement. It makes learning English more efficient and opens the mind to creativity.

This act requires the dismissal of some the effective methods used to learn at the home

country for the replacement of new strategies. An ESL student, for instance, who came

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from a background that shuns critical thinking and expects strict rote memorization, had

to now adopt a different method; the student took charge of the learning experience by

trying “to memorize the concept” instead of using direct memorization. These learning

strategies prepare the mind to proficiently and successfully learn in other subjects as well.

Pattern 8A: Cultural Adaptation and Assimilation

Greater exposure of people speaking the language helps in gaining a greater

understanding of English. This pattern addresses the importance of assimilating and

adapting to the culture in order to survive academically. Assimilation into the American

culture can assist in the alleviation of certain language barriers that could impede

academic progress. At the same time, there is a greater chance of success for those who

are able to dismiss their native cultural beliefs that hinder academic growth while

maintaining their native cultural beliefs that enhance academic growth. Adapting to the

new culture requires greater interaction with Americans and people of other cultures, a

conscious effort to get to know the American culture, and flexibility.

“Uumm… I realize that if I continue uumm… holding to my own culture is not

going to help me to adapt and learn in the United States. So the first thing I did is try not

to hang around with other Korean students or even eating Korean food. Uumm…and

totally living a life like other American students. I hang around with them, I eat with

them and [pause] then I think it really helped me to, to understand them better even

during the class period. So, I just try to act like them, talk like them, dress like them, eat

like them, play with them. And so, so spending more and more time [pause] uuumm…It

really helped me. Uumm… in, in studies and, and even opening a new life here.”

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“So, I‟ll say those two things. Adopt the, you know, the culture as soon as

possible and, and also memorize the vocab [unfinished word], as much possible.”

“So learning that, you know authorities are very powerful [pause] uumm… I had

the same concept coming here where teachers were just something very powerful, up

there, very distant that I was afraid to approach. Where now, I am learning to uumm…

talk to teachers and cooperate with teachers, and learn from teachers.”

“So it is very important, to, to know the culture in order to motivate, and get the

right information „cause uumm… basically here when you come to America,

uumm…there are a lot of information but that is wrong. They are completely wrong

because you get information from, from people who didn‟t make it. So you just get the

negative things.”

“Just because a lot of people, they stay in their group and uuumm…. your accent

or your pronunciation. You don‟t evolved as quickly because you just stay within your

peers.”

Pattern 8B: Learning English Efficiently and Creatively

It is necessary to first focus on gaining greater understanding of the reading

material in order to achieve the demands of school. Being able to understand written

language assists in arriving at a better understanding of the lectures given by professors.

Some professors have made the process of learning English more achievable and

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interesting. Then, one must also practice gaining a greater understanding of verbal

language and the expression of the language through the memorization of words, use of

active listening skills, time studying languages and interacting with native speakers. The

facilitation of learning is better achieved through the use of creativity and efficiency.

Some examples of creative and efficient methods are the use of music, audio books, and

television caption.

“But he will not speak Spanish at all during the class unless he would see us all

being like “what?” [laughter]. After half hour trying to explain, he would say it to us in

Spanish, but uumm… And he would do activities, he would teach us songs, or… I don‟t

know. Things that would make it interesting.”

“And while I was student in data entry, I just constantly listen to audio books

[pause] And eventually, after a few books I started understanding and just concepts, like

vaguely understanding but that really helped me uumm… learn English really fast.

Uumm… And after 6 months, I was able to have conversa [unfinished word], carry a

conversation. After a year, I was fluent but, because I learned it by hearing.”

“So, I, I got books on tape or from the library and I‟ll stay 8 hours listening the

whole day, just listening [pause]. I use to listen every book like 3 or 4 times and after the

fourth time, you, your brain get the meaning of the book.”

“Uuumm….then movies. But before movies it was more like uuhh… friends and I

had boyfriends that was speaking, you know, English.”

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Pattern 8C: Use of Effective Learning Strategies

Efficiency of learning requires time and the willingness to learn better strategies

to succeed in school. Successful students maximize learning by ensuring that they use

methods that are effective and adjust the use of the methods that are not. They justify

their actions by looking at the end result of academia. They respect others‟ opinions on

what works and seek advice whenever it is possible to do so. Many have gone has far as

taking an extra course to close the achievement gap. They are not afraid of a challenge

and do not allow present deficiencies to cause the demise of future accomplishments.

“So we have to constantly thinking and translate in our mind. Okay, how do I

translate this? Because when I first came, it doesn‟t come as like English. I have to listen

and read in English, I have to translate in Korean and then I have to retranslate whatever

answer I have into English.”

“Memorize the vocabulary as much as possible. If you know the words uumm…

sometime you don‟t have to make whole sentence. You can just say one or two words,

you can express yourself. Uumm…I think American people are willing, you know, in

those things. So if they do that, I think that would really help.”

“And I, I took uumm….this Logic and Critical thinking class at the same time

with English 101 [pause] learned basic con [unfinished word] concepts of argument and

uumm… you know good reasoning and bad reasoning and fallacies and how to think, ask

questions, asking some questions and I actually never had a “B” on a paper after that.

Like all my papers that I wrote were [pause] I only got, I got one “B” actually” last year

ever.”

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“I read different things on the topic that are memorizing the concept, like I read

the book. I read the notes and then I also go online and research on the topics that I felt

like were hard to memorize.”

Theme 9: Personal Characteristics

This theme emerged from these patterns: potential, abilities, and intelligence,

discipline, patience, courage and strength, and high self-expectations.

Certain qualities increase the possibilities of academic success. The experience of

resilience calls for deliberate choices that will improve the chances of success. Discipline,

courage, and strength are but a few. Having the innate ability to succeed will expedite

academic achievement. However, intelligence must be connected to a willingness to put

forth the necessary effort to achieve in order for the academic resilience experience to

occur. Discipline is the cornerstone of achievement because it is the force behind

resilience, “I think that people who, who lack of discipline. They don‟t succeed in

anything.” Without discipline, the possibility of walking away is a consistent threat that is

more likely to occur.

The experience of academic resilience requires bravery as ESL students face

constant challenges and greater demands that are imposed upon them. “You know, you

have challenges in every step of the way. Every day you have a new challenge, so you

have to be courageous. You have to be brave. You have to take that deep breath and keep

going.”

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Pattern 9A: Potential, Abilities, and Intelligence

Determination and hard work surpass intelligence. However, it is true that natural

abilities also are important to succeed in school. However, intelligence has a reduced

impact on a person‟s decision to make the best of an uncertain and challenging situation.

Having always achieved makes it easier to display resilience during difficult situations. In

fact, it is hard to envision any other way when intelligence, positive outlook,

perseverance, great abilities, and maximum potential are integral to the individual.

“It is not easy. It is not [pause] uuhh…. It‟s not easy, but it is not impossible to

do. It‟s not impossible to do. If I can do it, anyone I believe can do it. In that I am not

smart really. I am not that smart but if I can do it, anyone can do it. Anyone can do it.”

“There are people who are more intelligent than others [pause] uuhh… that is

uuhh… good to notice there are people who are more intelligent than others, they are

[pause] people or some who are more determined than others.”

“Well, I guess I was a, slightly above average maybe when I was younger, yes.”

“There are things when you stubborn you don‟t, you don‟t have the skills or don‟t

know how to do certain, or it‟s just not your calling. Then you should just let it go. But

other things (laughter) that you see that you are completely capable, you know, very

capable of achieving at that point I just, you know, keep pushing and no matter what, you

know people say around me so.”

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Pattern 9B: Discipline

Discipline is the cornerstone of academic resilience. Without it, there is no

success. Discipline and hard work result in success.

“I think doing music in my life helped me understand uuumm how to learn, how I

learn and, and how to succeed. Discipline. A lot of discipline.”

“Navigating through that program with discipline to where you want to get to.”

“So you just need to go to the right place, right information. Of course, you can,

you have to make all the things that you need to succeed, right. Working hard and

discipline, honesty, that is a basic things.”

Pattern 9C: Patience

Success takes time. Patience makes that time useful. A lack of patience makes the

process of academic resilience less bearable.

“We just had to continue with the challenges and slowly we began to overcome.”

“Young people tend to have less patience than older people in general. And I

think they should be patient because if they are doing, if they are making sufficient effort

to accomplish their goals, than they have to be patient.”

“The idea that persistency, patient, and define goals. Well, definitions of the goals

of a person.”

Pattern 9 D: Courage and Strength

It takes courage and strength to be able to face the improbabilities of academic

success. A courageous and strong person does not allow appearances to deter that person

from facing what is to come. Obstacles and challenges part of the process, which is the

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reason one must be ready to face those barriers. Being courageous and strong also means

not allowing others‟ negative views or limitations to limit possibilities. It also refers to

the ability to be able to stand up and face hurtful words and actions. Honesty also can

make courage more efficient as one decides not to allow constructive criticism to tear the

individual down, but to be lifted by it. Courage and strength allow someone to know

when to ignore those who are simply not seeking the best interest of the struggling

individual. Strength can be found in many places, but many found it in God.

“But this uumm… specific professor just never really understood anything. So I

had to brush it off pretty much and just find the ways to compensate. It doesn‟t mean I

didn‟t go home crying.”

“Be honest with yourself. There are things that they‟ll say to you that are true

about yourself. Uumm… they might not say the right way. They might not have the tact.

It might hurt. But go back and look at it and be honest with yourself. Because that would

help you, that you will help you [pause] uumm…to grow as a scholar.”

“But again it‟s just studying and learning for yourself. Uumm… you can‟t let

things weigh you down. Uumm…especially if you have a goal or it uumm… You know,

if you see things that you could achieve, you can‟t let other factors weight you down.

They do at some point. You have to really kind of stand up, take a deep breath, brush it

off, and keep going.”

“But you also have to be courageous and brave for yourself.”

“So I kind of gathered my strength and found some friends outside of my

program.”

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Pattern 9 E: High Self-Expectations

This pattern addresses the way high self-expectations are conducive to making

great achievement. This type of expectation means high demands and a refusal to settle

for less than the best. They gain satisfaction not from the grade itself but from what they

learn and produce after having worked extraneously.

“So throughout my, my school from grade 1 through grade 12, I was always in the

top 3. It‟s not acceptable to be less than that. If you are less than that, then you‟re a

disgrace to your family.”

“Always going to my professors. Always asking them well, if, if they gave me the

grade and say, “Well, you know, you could have done better,” whatever. Or if they say

“see me.” I‟ll make sure I‟ll go and see them. And see what they say. And even and voice

my concern. Even if they don‟t have that concern, cause sometimes they‟ll say “well, it‟s

okay, you know you don‟t speak the language. So this is acceptable.” But I didn‟t want

acceptable, I wanted to, you know, be able to measure up.”

“So, even to my friend sometimes I would say something and didn‟t sound right.

It will take me a second and I would say well “wait, I didn‟t even say that right. Why

didn‟t you tell me?”, you know, and they would say “oh, it‟s okay, we understood what

you said.” I said “no”. So every time I remind my friends. “If I say something that‟s not

right, it‟s not grammatically correct or the emphasis is not the right spot, make sure you

tell me so that I can do, you know, I can register and make bet [unfinished word] do

better.”

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Synthesis

The factors that led to the students‟ academic resilience were interconnected and

when combined, they captured the experience of academic achievement of this sample of

ESL college students. The past, present, and future influenced the way resilience was

displayed by the participants. Childhood experiences were the anchor that upheld the

desire to achieve because they provided the script for the steps necessary to achieve.

Academically resilient ESL learner set goals that were achievable, and they found

satisfaction as they overcame each challenge, goals that are set beyond graduation.

As these successful ESL students reflected back upon what they had

accomplished in school, they found that making decisions to place themselves in a

successful environment were very productive. However, there were times where being in

“the right place at the right time” made a difference. Each academic success motivated

the desire for more success. At the same time, hope for a better future continually

provided the drive and desire to remain academically resilient; hope was the momentum

to pursue a better tomorrow. Without hope, there was no reason to achieve.

Past accomplishments were constant reminders of what the learners were capable

of achieving. Past experiences helped when facing challenges as ESL students. Each

accomplishment brought greater confidence for the next challenge to be faced. Lessons

learned from the past made the present and the future easier to face. The ESL students

faced failures, disappointment, and discouragement, and they used them to thrive.

Growing from these experiences required the ability to turn a bad situation into a positive

learning experience.

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Resilient individuals become survivors in order to face those challenges. The

tremendous task of overcoming great academic challenges does not deter resilient

students. They have to face adversities and disappointments because they have no choice

in this matter. Many sacrifices, financial and other, have been made by their families and

themselves, which makes their success an important accomplishment.

A reflection of the sacrifices made, the time consumed, and the expectations of

achieving these goals makes it difficult to walk away. Sacrifices that need to be made are

now made. Difficult choices also are made as the need to survive the challenges faced

becomes more and more important for this experience to ever exist. ESL students cannot

afford failure because too much is at stake. Therefore, ESL students keep their purpose

and goals at the forefront as a constant reminder of the reason they want to achieve

academically, “It is the fact that the determination that I have uuhh…to succeed because I

knew the reason why I…I came here not to play around.”

ESL students face unique challenges and limitations that lead to greater resiliency

and tenacity. The adversities that ESL students must face can be the root of their

resiliency, which becomes stronger as each challenge is faced. The mere fact that the

obstacles are present brings a certain drive to resilient individuals that reinforces the

impulse of never wanting to give up. The focus is shifted toward the goal, mission, and

purpose. Instead of being discouraged by challenges, ESL students take the time to find

creative ways to meet them. The difficulties bring greater focus upon the goal and a

certain willingness to make the necessary sacrifices to confront those challenges.

The unique adversities that ESL students must face can be the root cause of their

resiliency. The constant self-reminder that nothing is too difficult turns a difficult

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situation into an opportunity to achieve. Resilient ESL students thrive under pressure

from adversities. They know what to expect and are willing to meet and overcome those

expectations.

ESL students from cultures that view education as the best of all the achievements

have made it just because of that fact. Coming from cultures that have high educational

expectations make resilience the only possibility. There also have been times when

external motivation has made the difference in the lives of resilient ESL students. In this

case, desires, such as changing job, tend to be the incentive of the resiliency of ESL

students.

In order to achieve, certain adjustments must take place to face those challenges,

such as balancing their time. People can expect growth only when they are ready to leave

their comfort zone. The ESL students had to let go of some cultural beliefs that could

impede their academic growth. At the same time, the values that promote success had to

be maintained. ESL students must remain true to themselves while making this

adjustment. Greater exposure to the English language and culture leads to greater abilities

in learning the language and the demands of the culture, factors that can impact academic

resilience.

To be academically resilient, some necessary characteristics must be in place or

must be developed. Hard work is not a luxury, but a necessity. Courage and bravery also

become indispensible necessities. Innate abilities can make success achievable, but effort

has a greater impact. School has to be a priority, and wise decisions have to be made.

Reaching academic goals takes time, but with discipline, patience, and continuous high

self-expectations, the chances of success are enhanced.

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Being resilient ESL students means accepting that the achievement of academic

success is a demanding task that requires hard work, determination, dedication, and

perseverance. Resilient ESL students perceive challenges as an integral part of the

journey. To make this experience successful, students must be willing to make school a

priority and make wise choices as they manage their time. They choose to remain focused

as they value the qualities gained throughout this process. The many values used during

this academic resilience experience are what make them thrive in the midst and in spite of

the trials that they face.

The experience of resilience may have been acquired through a life-changing

experience, such as when a significant event has made a difference in one‟s life. It is

during such a time that ESL students change their mindset into that of an achiever. It is

with this new perspective that this experience of facing difficulties develops. Self-

defeating thoughts are then replaced by thoughts of achievement. This type of thinking

may have come from a counselor, caring family members, or even a particularly

challenging experience.

The accomplishments of resilient ESL students are based upon choices they have

made to not let negative situations be used to excuse a setback. At the same time, innate

motivation maintains their strength. Inner strength allows people to overcome academic

challenges that may be very difficult. Strength can be found in the faith in God that

resilient individuals have. When the limitations are too overwhelming, they pray and use

their faith and connection with God to bridge the gap of those limitations.

Inspiration is the breath of academic success because it revives the desire to

accomplish. Role models also have exerted a particular influence upon academically

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resilient ESL Students. Role models can be an inspirational father, spouse, coworker, or

even biblical characters. Watching others succeed makes the vision of success more

palatable. Role models have a way of bringing a greater desire to achieve. Family

members, newfound confidence, and respect for education and teachers also have had an

impact upon choices that led the students to become more resilient.

A good support system is the foundation of success. “Having to work with people

around me believing in me. Uumm….either professors of my, or my parents, or my

family. They help in the sense that, you know, when I was getting discourage I could go

to those people.” The importance of having support is so marked that many participants

took different measures to gain more support.

The important role of a support system can never be undermined. Often the

support system makes resilience possible. The acceptance, encouragement, and support

of individuals can bring a resilience that would never have existed. Finding people to

believe in the goals and seeking the help of those who can make the path a little easier

tends to make the academic success experience more attainable. So important is this

support that some ESL students found it necessary to create a support system or an

environment that supports academic achievement.

Academic success is not only for the benefit of the ESL student but also for the

betterment of the family members and friends who are watching; the “consequences of

failure” also apply to all involved. The pessimist must be proven wrong. At the same

time, the optimist who had always believed in the ESL student has to be honored and

respected. To the ESL student, academic success is an accomplishment to honor the

sacrifices made by family members, friends, and the community. At the same time, it

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opens the way to others who will follow in their footsteps. Ultimately, academic success

becomes a tribute to all of the sacrifices made for the academically resilient ESL

students.

Lessons Learned

Adversities often are the root of the resilience of ESL students; it is the drive for

achievement. Challenges can bring greater determination on the part of resilient persons.

For the ESL learners, this experience required a focus not on the challenge itself, but on

the successes. Perception played a great role in the sense that the resilient individuals

chose to look at their circumstances with a positive outlook, no matter how difficult they

were.

Some individuals became more determined while attending college in the United States

than when they were in their home countries. The challenge of being ESL students made

them resilient persons.

There are times when the desire to excel is simply enough to achieve. Resilient

individuals know that success comes at a greater cost, so they are willing to sacrifice for

that cost. Limitations are not considered; in fact, most of the academically successful

ESL students perceived failure not to be an option. It is with this perception that they

continue to achieve without focusing on the alternative. Criticism was viewed as a

growing experience, and greater strength was found in God when all else failed. Overall,

the ESL students who achieved tend to share many common factors in spite of their

diverse backgrounds.

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Summary

The study was guided by one research question: What are the factors that led to

academic resilience among ESL college students? The answer to this question emerged

from the data collected from 10 participants that were analyzed using a thematic analysis

procedure. The result was rich information that expanded the literature on this subject.

This case study presented the information gained from 10 participants in their direct

words and interpretations. Chapter 5 presents a discussion of the results and conclusions

of the findings. It also includes an explanation of the limitations and recommendations

for future research on the subject.

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CHAPTER 5. DISCUSSION OF THE RESULTS

Introduction

This study investigated the factors that lead to the academic resilience of ESL

students. At such, a qualitative case study was used to provide rich data gained from

resilient ESL students who were able to share their experience of academic resilience.

This chapter further discusses the implications, meanings, and practicality of these

findings connected to the central research question, followed by a discussion of the

limitations and recommendations. The chapter begins with a summary and discussion of

the results. Then, the conclusions are discussed. Thereafter, the limitations and

recommendations of further research are addressed.

Summary of the Results

This study sought to identify the factors that lead to the academic resilience of

ESL students. The research question is stated as follow: What are the factors that lead to

academic resilience among ESL college students? Many patterns and themes emerged

during this case study research. Researchers have studied ESL students, but there has

been a lack of knowledge about the ways in which ESL college students have been able

to achieve academic resilience, in spite of the reality that nonnative English speakers‟

achievement gap has a tendency to expand as they progress through school (López &

Tashakkori, 2004).

A case study methodology was used to answer the research question. This

methodology provided rich data on the subject. The stories of individuals who had

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experienced academic resilience as nonnative college students provided greater insight

and understanding of this experience.

The findings of this study were categorized into two major areas: (a) choices

made by ESL students to succeed in college, and (b) events that took place in the ESL

students‟ life that promoted achievement in college. Value system, inner strength, hope,

adversities, adjustments, and personal characteristics emphasized the different choices

made by resilient students to achieve academic resilience. The events that took place in

the ESL students‟ life that encouraged academic resilience were addressed through

support system, inner strength, past experiences, and influences.

Certain events made academic resilience more possible in the lives of the ESL

students. Past experiences provided the necessary foundation to those who needed a

reason to achieve. Those experiences have also impressed and engrained into the ESL

students‟ mind the realities of life as well as the way one‟s destiny can be determined by

decisions that are made in this lifetime. Having background knowledge of the participants

makes facing them more manageable, despite the language barriers. Many individuals

were identified as having played a valuable role in the lives of the successful ESL

students: families, mentors, role models, friends, professors, and so on. Shifting of

thoughts, external events, inner strength, and cultural influences all brought a sense of

achievement by revealing a new source of ability or strengthening the academic path of

ESL students.

The resilient ESL students who participated in this study had made certain

decisions to ensure academic success based upon certain values that recognize and

reinforce the importance of achievement: hard work, determination, dedication, and

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persistence. At the same time, the ESL students‟ perceptions made it evident that

academic success is not a matter of chance, but a question of choices and decisions made.

When all evidence of achievement becomes unbelievable, inner strength makes the call to

provide the necessities to continue successful progress. In the midst of adversities,

survival skills, acceptance, awareness and creativity bring advancement to the cause of

achievement. Adjustments are made to fulfill this cause as hope keeps the meaning more

palatable. Discipline, patience, high self-expectations, and other personal characteristics

have a way of making academic success more possible, even to those who have less

chance to achieve than others. According to Stoynoff (1997), academic achievement

demands certain personal characteristics, language efficiency, learning strategies, and

many other multidimensional aspects. This study supported these findings, along with

many other findings that will be discussed all through this chapter.

The collected data provided rich and valuable insights about the during this

research were filled with many expressions as the participants were very useful in

providing a lot of information in regards to academic resilience. It is these findings that

will provide more insight on what characteristics improve the possibilities to achieve

successfully as a nonnative at the college level in spite of the many obstacle that are

faced.

Discussion of the Results

The results revealed that many factors are involved in the academic resilience of

ESL students. This findings concurred with Stoynoff‟s (1997) conclusions that students

who have a tendency to spend more time studying, remain current in their classes, and

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ensure that their learning is integrated with social assistance are better able to achieve an

understanding of the main ideas found in spoken and written language, as well as greater

abilities, such as test-taking skills, tend to have greater academic success.

Value system had the most expressions, 207 expressions. This theme addressed

the way in which decisions made by the individual impact that person‟s ability to

succeed. Support system was the second theme with the next highest number of

expressions. Support system reflected upon the way direct and indirect support increases

the probability of success.

The different themes revealed different aspects of the academic resilience of ESL

students. The ability to adapt, accept, and grow as a result of challenges emerged as ways

to promote academic success, as demonstrated in the themes of inner strength,

adjustments, and adversities. The past, present, and future also played a role in the

academic resilience of the ESL students, as demonstrated by past experiences, hope, and

influences. Personal characteristics described the role of personality in the pursuit of

academic resilience.

Different patterns were clustered from themes. As presented in chapter 4, nine

emerging patterns discussed the way choices, decisions, and responsible behaviors led to

the academic resilience of the ESL students. These patterns were found in Value System

and Hope. The patterns found in Inner Strength, Adversities, and Adjustments focused

on the way accept and growth leads to greater academic resilience for nonnative students.

One of the important aspects of resilience relates to the ability of having

individuals believing in one‟s ability to succeed as well as finding other people who

inspire resilience. This aspect of resilience is addressed in the patterns found under

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Support System and in one of the patterns found in Influences. The remaining patterns of

Influences join with Past Experience related to the impact of life experiences and

personality on academic resilience. found in ESL students. At last, the way personality

stimulated academic resilience among the ESL students is elaborated upon in the patterns

that formed Personal Characteristics.

Theme 1: Support System

Individuals such as spouse, teachers, family, community, and friends have played

a role in the academic success of the ESL students. Without a support system, achieving

can be made very difficult, so some individuals have created their own support system.

“I‟m really, really believing in mentoring and asking people. People want to help.

Sometimes, all it takes is just to approach them.” In addition, many participants discussed

the way they had to get assistance to help them to achieve. The language barrier can

make understanding the teacher quite difficult. Therefore, some ESL students found it

quite helpful to ask students, professors, and others for more assistance. There were times

when the participants had to create a supportive environment.

Some participants were able to achieve only when they surrounded themselves

with people who are successful. One participant commented:

If you are in an environment where everybody is just concentrating on partying

and having fun, that‟s what you gonna, it‟s naturally contagious. But when you, if

you are in an environment where people are focused on school and focused on

doing well. Uumm… in on academics, you naturally are going uumm… be

influenced in that direction and do better.

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In this sense, the environment was so important that it could make the difference between

achievement and nonachievement.

Support was not limited to individuals. There were times when circumstances

provided the means for academic success. The ESL students were able to achieve because

of certain factors related to their circumstances while in school. Being employed

somewhere where education was positively viewed and encouraged was one reason

identified as being academically successful. One participant stated, “I could study here

because my job uuhh… subsidize my study.” A workplace can promote growth in

education by allowing the ESL student to take the time to listen to recordings in English

in order to gain greater efficiency in that language. One participant stated, “Fortunately

they allow me to, to listen the whole day so I tried to prepare my, my brain, my ears to

listening sounds that I, I didn‟t understand.” Other factors were identified, such as having

a green card or scholarship, both of which aided in the promotion of achieving

academically.

Theme 2: Value System

The ESL students had to rely on a solid foundation in order to function well in the

school system. The theme of value system expanded upon that solid foundation that has

helped the ESL students to overcome challenges. The students‟ belief systems or

perceptions made the academic resilience experience more plausible. The way the

circumstances were looked upon made the ability to face those circumstances more

palatable; the ability to see the positive in a situation rather than its negativity made life

easier. The resilient individuals who chose to be happy were happy, regardless of the

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outside circumstances. In order to experience resilience, a person must consciously

choose to do whatever it takes to achieve.

The focus was on the goal, not current obstacles. Failure was not an option: “I

didn‟t have any other choice because again I understood uuhh…the failure of dropping

out or the consequences of not completing the program.” In addition, the goals were

based upon a life purpose that went beyond graduation. Those participants who

subscribed to positive outlook tended to have more positive results. In the quest of

achievement determination, dedication, and persistence made the difference in the lives

of the ESL students.

Limitations led to greater resilience and tenacity. The mere fact of being ESL

students placed greater demands upon the students. One participant described one

challenge as “but it‟s more difficult when you have the language barrier because one, you

have to process it in your head, then you have to find the words to express it.” Therefore,

it was necessary for the ESL student to work harder to succeed in school. Another

participant stated:

When I came here I was different. I was different in a way because I know I

wasn‟t an American. I wasn‟t an American…. I‟m different. Therefore, I need to

act differently. So when people are partying. I „m going uuhh… I need to go be at

the library myself uuhh... I need to put an extra effort because I knew I was a little

bit at a disadvantage uuhh…compare to the native so I need to put some extra

hours. Extra hours.

The participants acknowledged that they needed more time to grasp the subject;

not miss assignments; limit distractions, especially in regard to watching television;

manage their time; prioritize school; be well prepared, even more so than native English

speakers; be constantly focused; and have a strong desire to achieve. One participant said,

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“We were put in, on this earth to excel and do the best we can”. While doing everything

it takes to succeed, the resilient individual spends time enjoying the process and learning

from it. That same individual finds joy in the learning process itself.

Theme 3: Inner Strength

The experience of academic resilience required the participants to be able to

achieve even when external events no longer reward achievement. It is during that time

that the ESL students relied upon their inner strength, the third theme. Certain abilities

and new strength were gained, or regained, as they encountered different experiences in

the world of academia.

Strength was gained in many ways through many situations. Some found strength

in having always succeeded in school and expecting nothing less. Past successes were

rewarding and bring more confidence to the resilient participants as they faced current

and future challenges. n addition,, small victories gained in short-term goals made it

easier to accomplish long-term goals.

The academic resilient participants were able to be intrinsically motivated. Often

times, they needed little motivation to achieve because the desire to excel was sufficient.

The person who is intrinsically motivated is able to stand the trials that are faced. The

mere taste of success reinforces this type of motivation. One participant commented:

So I look at what‟s the benefit of achieving it. That sweet smell of achieving that

success is a motivator for me. So motivation is getting the success, you, you

would get. The result you‟ll get from doing something just the smelling and

tasting that is a motivation to do something.

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Another form of intrinsic motivation is found in self-motivation. In this case, the

individual seeks a parallel challenge and uses the small successes of this challenge to be

motivated enough to achieve academically. One participant noted:

I started running about a mile and then increased it and I, I finally achieved it. So

I think that when you don‟t see a light at the end of tunnel, you need to tell

yourself or give yourself another, another project, another endeavor in which you

can see your success slowly coming by. And that keeps on reminding you that

success has not left you out when you are doing your PhD. So I think that‟s one

big thing.

The fact that the ESL students came to the United States to achieve academically

made it even more important to do so. One participant commented:

We‟re more stimulated to succeed than the average people in America because

they grew up here and they don‟t need it. But we have to make it….We, we go

back, but going back without succeeding here is like… so you have to make it.

And probably that is the main, the main difference.

The sacrifices made to come to the United States brought more pressure so that

success seemed to be the only possibility. The ESL students had to succeed for their own

sake and the sake of others who had made the many sacrifices for them. One participant

stated:

I think here coming to this country, it was the pressure that I came for, to, for, for

this. This is, this is what I came to do. Uumm… and I have to do it. So it was the

pressure of, you know, getting all that money invested in my career and I have to

get it done. That‟s, that‟s it. There‟s nothing else I‟m doing, I‟m just studying. So

it was, it was different.

The many faces of failures and discouragement brought a certain inner strength

that enabled the ESL students to experience academic achievement in a new light. The

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ability and desire to face fears, failures and discouragements made resilience possible.

Some ESL students had given up or failed sometime during their academic journey, but it

is when they were able to forsake the hostilities that come with a failing, fearful, and

discouraged experience that these setbacks allowed them were able to experience the

meaning of academic resilience. One ESL student who had left the university for a

summer and had planned to never come back made the conscious decision to return and

face that university, noting that

I went back and I walked in there, I went straight to the people that, you know,

knew the situation to those professors. And I said: “okay, well I‟m back. But so

what do I need to do to catch up” So I did have to catch up, that cost me a year

[laughter].

Another ESL student retook a course with the same professor by choice to

overcome the adversities that had led that student to fail the course. The participant

commented:

I took a history class and I had a really challenging teacher. So, I dropped the

class because I knew I wasn‟t going get an “A”. And I had a chance, the option to

choose another tea, teacher or choose the same one and I waited, I think a

semester by the time when I chose the same one because it was just, I wanted to

overcome that.

Overcoming past challenges had its advantages, bringing greater inner strength,

confidence, and more possibilities for growth and success. One participant stated:

My teachers asked if they could publish them in a journal or something, nothing

major. But uumm…and I think it‟s because of that class and because of also

probably because I was so insecure because English was my second language and

so afraid of it that once I did, I probably put a lot of effort to learn how to do it

well „cause I wanted to overcome that fear.

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Many resilient ESL students had discovered ways that God had helped them to

bridge the gap between limitations and achievement. One participant stated:

There‟s a God that makes all things possible. All things are possible. When

they‟re not, I think there‟s another way for me. So accepting one‟s limitation by

trusting in the supernatural, I think is part of the source, the primary source,

uuhh…of my strength.

Faith, meditation, and prayer gave them more inner strength that they needed to

become academically resilient. One participant commented:

Let‟s say something happen, I can talk to my mom or I can talk to a friend or I can

go out to a movie and forget about it or go out with friends and feel better, but at

the end of the day, when you come back home, the problem is still there. Where

when I present it to God and when I meditate. I feel like, even though the problem

is still there, because of my experience with Him, I know that it‟s going to be

taken care of and that‟s He‟s in control.

It was during this time that the spiritual met the academic resilience experience.

Theme 4: Hope

Without hope, there is no need to be academically resilient. Hope speaks of the

drive and passion that could cause the experience of academic resilience to flourish.

Always knowing that success was eminent pushed the ESL students to face adversities.

Believing, waiting, and wanting to achieve gave them the ability to thrive in spite of all

the obstacles they faced and, at the same time, made what they faced more achievable.

Success was defined in terms of achieving one‟s purpose and goals. The resilient

individuals never wavered from their purpose and goals, which were their driving force.

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One participant commented:

From the time I remember about thinking about school. I always knew I was

going to get a PhD. It‟s just a matter of when. The how part just sorts itself,

depending on the situation, but I, I that was predetermine thing. I had, I had, I had

set it in my mind. I was not going to rest without it. So, uuhh… that was in my

brain. That that is uuhh…what, what I‟m going to, to do.

The resilient ESL students never lost sight of their goals and reasons to graduate.

One participant stated:

Just picturing my family here for graduation or, I just I never thought that I would

quit. It never went through my mind. So, it was hard. And yes, I wanted to

running away. I wanted, Yeah, I wanted to quit, but it wasn‟t like, it wasn‟t

serious, I want to be done. Well, I have to finish in order to be done that‟s the

only… Don‟t even think about it a different way. Got to finish and I finish.

The memories of family, friends, and all those who believed in the potential of the

ESL students to achieve brought the reality of achieving into perspective. Many ESL

students who had left their home countries admitted that it was important for them to

show others how academic achievement could be possible through their own successes.

One participant remarked:

I came here to study and that‟s what I did… I wasn‟t going to quit just like that.

Uumm… It kept me going the… you knows the graduation was coming and I

needed to finish that. I wouldn‟t graduate if I didn‟t finish and I had to do it.

In order to fully experience academic success, the ESL students made the best of

their situations and kept in mind that the struggle was temporary, but the benefits were

permanent.

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One participant stated:

You need to make an investment, your endowment is academic career, be

successful in academic career that sets the foundation for your success in the

future in the long uuhh… for a long time to come. So you don‟t have to look

back. It‟s just a short number of years that you invest and that carries you over for

life.

Theme 5: Past Experiences

This theme addressed the role of past experiences in the ability of the ESL

learners to achieve academic resilience. Early life events helped to shape the thinking of

the ESL students in a way that was conducive to their achieving academic resilience. The

home experience also played a powerful role in the lives of the academically resilient

students in teaching them about the importance of education and its impact on their

future.

The lessons learned in the classroom and the environment created certain positive

characteristics that promoted resilience in the adult students. Many participants

mentioned that the education in their home country was very difficult and that the home

and environment learning experiences made them more aware of the importance of a

good education. In fact, background knowledge helped to circumvent the challenges that

came with the language barrier. One participant stated, “If you were a good student,

uuhh…a bright student back from wherever country you were uuhh… uuhh…you came

from in spite of the language barrier I believe you should be able to succeed.”

The ESL students spoke of early life events that predisposed a desire to achieve

academically. One participant commented:

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My dad was the first person in his village from his farming community to learn

how to read and write first. And he didn‟t have a lot of money, but he invested all

he has on our education. He made sure we went to the best schools. He made sure

school came first. Despite what happens, priority in our home was your education,

that priority. Everything else came secondary. Of course, God is first. But

everything else came secondary.

Even in a case where a parent lacked education, that parent made sure that the

importance of it was engrained in that ESL student. One participant stated, “My mom

always there to uuhh… to, to push us to do… to say… if uuhh… to say, “okay if I was

able to read I could have done uuhh… better.”

The home experience help to create greater academic resilience. Parents who had

created a home atmosphere where education was considered an important and enjoyable

experience tended to encourage a mindset that produced academically resilient

individuals. In one instance, a mother whose strong belief in education led her to put one

of the participants in private school as she continually remind her children the

importance of getting a good education as she engrained in their mind the way she could

have done better with an education:

My mom doesn‟t know how to read and write but I was uuhh… I went to private

school all of my life… education was very important to uuhh.. to her. She put me

into private school… so education is very important.

The participants agreed that parents who promoted a higher level of education and

who gave positive feedback to their children about their abilities helped to shape the type

of thinking necessary to achieve academic resilience.

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One participant noted:

My family, cause they‟re encouraging. Uuumm… they always, you know, told,

told us that we were smart. That we could, you know, do an education. And

always pushed us to get the highest level of education that we could get.

Certain childhood experiences led the ESL students to learn early in life the

benefits of hard work, discipline, and perseverance. One participant stated:

So the family influence was, school is our thing. We do school, that‟s our priority.

So that was [pause] uuhh…in calculating, in our upbringing. And there was no

second guessing that. So that, that did make a huge difference in the way I think.

Theme 6: Adversities

The theme of adversities focused on the role of difficulties having to be faced.

There were times when the adversities themselves supported the need to be resilient.

Coming to terms with the fact that challenges must come meant greater endurance for

those participants who experienced academic resilience. One participant noted, “Yeah,

well, I guess is not as is not as easy as it is. But probably in a way uumm… it‟s, it‟s better

because uumm…you take things more seriously.” The ESL students had accepted

obstacles and remained determined to achieve throughout this process. One participant

asserted:

So I really learn that experience and so all the time I had home, I stay with my

family. So when the baby get to sleep, I, I try to do my assignment or work. So

the only way is basically is sleeping less than… than you should.

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Limitations led to sacrificial decisions as well as greater tenacity. Being put in a

difficult situation brought out the survival skills necessary in the resilient ESL students.

One participant commented:

And when you have family, children, and a job. And that‟s very hard. So you, you

just limited to do, to pass the class. To pass the class because trying to, trying to

go beyond that, it, it‟s almost impossible and… it‟s about time, because you know

that you will learn, with the time you‟re learning language and… in the future you

will do much better.

Another participant spoke of the way having to work several jobs and going to

school was particularly challenging. The participant stated:

I think uuhh…someone in, in the position I was back there and would have a , a, a

tough time. Uuhh…to be able to, to achieve that so the way I overcome it is I

didn‟t have anybody to look I have to, to fork, fork, fork the financial burden.

Uuhh…so I, I had to work as many jobs as I needed to make uuhh… ends meet

and that‟s what I did and I, I don‟t think it‟s, it‟s uuhh… im, impossible.

The desire to achieve in spite of setbacks gave the participants the necessary momentum

to be successful in school.

Flexible thinking was shown by the ESL students in the creative ways in which

they faced their challenges. The ESL students also found that setting reasonable and

achievable goals when facing obstacles was effective. One participant commented:

And when you have family, children, and a job. And that‟s very hard. So you, you

just limited to do, to pass the class. To pass the class because trying to, trying to

go beyond that, it, it‟s almost impossible and[pause] it‟s about time, because you

know that you will learn, with the time you‟re learning language and [pause] in

the future you will do much better.

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Theme 7: Influences

The theme of influences addressed different contributions, or life influences and

experiences, that had impacted the lives of the academically resilient ESL students. The

students had found role models in family members, friends, and other individuals who

had inspired them to achieve. One participant commented, “I found many bible

characters. They, they fail but they didn‟t give up.” Watching others, such as coworkers

and friends, achieve stimulated their desire to succeed academically.

One participant spoke of finding inspiration in someone from the same country

“who came to the states when he was I believe 11 or 12.” The participants also stated:

And for a long time he struggled, he struggle with the language and culture.

Uumm… his father passed away when ,was a young, and he got adopted to

American family [pause] for many times he, he struggle. He, he was discouraged

uuumm… with the exams and things like that. He shared with me about how he

was able to overcome through his spiritual journey and also the prayers of his

mother.

Speeches had a way of inspiring the students the meet the challenges that they

faced:

The president of the college [pause] He always challenge, challenged us, uumm…

he would, he had a brilliant [pause] memories. He would quote years of, you

know, so and so and about history back in 1800, 1900 [pause]. He would tell us

how those young people or , or, or the people in the old days uumm…with

uuhh…different challenges and uumm…limited uumm… resources, they were

able to uumm… change and create or establish something that nobody thought or

thought of. There were other means, such as letters, used by this college president

which greatly inspired also, and, and his, his chapel talk or, or, or letters to the

students always inspire to, to try harder in my school here.

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The academically resilient ESL students had been able to find mentors who had

achieved and wanted the same for them. Such mentors revived a desire to achieve and

reinforce the idea that success is possible.

Dealing with the issues helped to bring a new perspective to the situation. Some

ESL students had had life-changing experiences that led to new perspectives of life and

planted the seed for success. They also provided a new vision of life that gave them

character and brought a new personality to their resilience.

One experience was based upon a cassette tape made by siblings letting the

student know the negative impact of the poor choices that the student was making in

school upon the family as a whole. This message helped to redirect the student‟s thinking

process. The participant commented:

Yeah, I mean, I was going to be a C student and didn‟t care, so

uuhh…academically that, that or than the upbringing academically when I was

going down faltering that message from my siblings made a significant change

and made the recur [unfinished word] the correction back and were able to, to, to

get back in the path as, as they say.

One resilient ESL student described this experience in the following way:

I really didn‟t know that it was going to be like that. And uuumm… so pretty

much it was a wakeup call, you know, when things started getting difficult.

Uumm… [clear throat] just like okay, life it‟s now as easy as it is. And if you

really want to get some things done and you have a goal, then you have to find in

yourself, you know, the strength to uuhh… get it done.

Many other new life lessons also amounted to greater resilience. There was a

shifting of the thought process from self-defeat to successful decision-making skills.

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These experiences lead to the discovery of a new truth and the coming of new realities

and conclusions.

Realizing the full benefits gained from positive decision making, realizing that a

mistake does not amount to complete failure, being recognized for successes instead of

failures, and learning from past mistakes were some of the other new ideas that

encouraged resilience. One participant remarked:

So, changing my thinking and to… maybe the method wasn‟t good or my way of

approach wasn‟t good, instead of me not being able and having to do with me. I

think, helped me a lot and I think this goes back to resilience as well that‟s what

helped me to be resilient, changing my way of thinking.

Never forgetting life dream and having the willingness to fight for that dream

inspired success. One participant commented, “Uumm… keep up your good work and

continue uumm…fighting for uumm…what you are dreaming of. This is a country of

[pause] uuhh…American dreams. And I think it still there if we continue uuhh…fighting

for it.”

The time, emotion, financial and sacrifice invested made success imperative. An

ESL student who almost gave up explained why it was important to return and finish

school:

What else am I…? I‟m not going to just waste all those years, you know. It‟s

uumm… closer. The end is closer to me, you know, at this point, then going

backward and trying to start over or going home. I don‟t want to go home and just

sit there and do nothing. So it was more of a, you know, I‟m just going to keep

going. I know I wanted to live here in the States. I was like. You know, I might as

well just do it.

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Many other influences support resilience. Someone who comes from a

background and culture that strongly value education is more influenced to become

resilience, which was the reality for the academically resilient ESL students. One

participant commented, “Because in the culture I grew up [pause] uuhh.., if resp

[unfinished word] if you want to be respected, you have to be educated.” The participant

also stated that “Asians we have a higher, like very high expectations. “

External motivation played a role in their resilience. One participant noted:

I think here coming to this country, it was the pressure that I came for, to… for,

for this. This is, this is what I came to do. Uumm… and I have to do it. So it was

the pressure of, you know, getting all that money invested in my career and I have

to get it done. That‟s, that‟s it. There‟s nothing else I‟m doing, I‟m just studying.

So it was, it was different.

Some ESL students subscribed to the idea of not wanting to disappoint anyone as

a reason to achieve. Wanting to leave a job or an unfavorable situation was named as

another reason that bring a certain incentive to achieve academic success. In addition,

gaining more understanding and growth tended to create more motivation.

Theme 8: Adjustments

In order to achieve, the ESL students had to adjust to the culture, language, and

the learning process in the United States. The theme of adjustments identified the ways

that the academically resilient ESL students addressed those issues. The ESL students

had to find ways to integrate into the culture of the United States by allowing themselves

to be more open minded to a different culture and be willing to dismiss cultural ideas

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which that impede their progress in school. One participant, for example, explained how

being a Korean made it difficult to ask questions in the classroom:

Uumm… so for a long time [pause] uuumm… I struggle with that and as soon as I

learn that it‟s, it‟s good to ask in American culture and, and I saw how students

uumm…carry their conversations and question about, questioning about the

teachers [pause] I try to also ask questions [pause] so those kind of things I had to

[pause] uumm… abandon what I have from my past [pause] and try to adopt a

new culture.

The ESL students knew that they had to integrate into the culture of the United

States in order to better achieve academically. One participant commented:

I realize that if I continue uumm… holding to my own culture is not going to help

me to adapt and learn in the United States. So the first thing I did is try not to

hang around with other Korean students or even eating Korean food. Uumm…and

totally living a life like other American students [pause]. And so, so spending

more and more time [pause] uuumm… It really helped me. Uumm… in, in studies

and, and even opening a new life here.

In this sense, the academically resilient ESL students needed to get to know the

culture, be open minded, and be flexible to the new ideas that they were exposed to in

American culture. They did not have to completely abandon their culture, but what they

did need to do was to let go of ideas that could hinder academic progress. Doing so also

helped to alleviate language barriers. The ESL students knew that language is an integral

part of the culture.

Learning creatively and efficiently improved the prospect of achieving academic

resilience. One participant remarked:

And while I was student in data entry, I just constantly listen to audio books, I

didn‟t understand a word that just words but I had no idea of what they were

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talking about. I just kept listening over and over again. And eventually, after a

few books I started understanding and just concepts, like vaguely understanding

but that really helped me uumm… learn English really fast. Uumm… And after 6

months, I was able to have conversa [unfinished word] carry a conversation. After

a year, I was fluent but, because I learned it by hearing.

ESL students in general use several methods to learn English: watch movies,

listening to books on tape, learn vocabulary words, repetition, spend time with native

English speakers, and so on. The academically resilient ESL students in this study used

similar, as well as other methods, to learn other subjects in the classroom. Many of the

ESL students sought and used the advice given by professors on effective learning

strategies. One participant commented:

“My teachers when I ask how, how can I have a better understanding about the

book, they suggest me to read uumm… the, the forwards that the author wrote, you

know, writes in front of the books. Uumm.. try to, try to understand the thought that he

wrote on the first, before even first chapter and then see what really is going, uumm… in

order for me to have a better understanding about the book instead of just reading the

whole thing.”

The ESL students had taken significant courses that helped to bridge the gap

between their lack of understanding and achievement. One participant remarked:

“And the first paper like I think almost he wrote them for me ‟cause I

couldn‟t do it. And early on, I took uumm… logic and critical thinking class

philosophy and that was the best class I think I have taken in my college years

because it really [pause] uumm… taught me how to, how to think and how to

write.”

Theme 9: Personal Characteristics

The theme of personal characteristics spoke of the personality traits that supported

resiliency. Potential, abilities, intelligence, discipline, patience, high self-expectations,

130

courage, and strength were some of the characteristics that enhanced the ESL students‟

likelihood of achieving academic success. Many of the ESL students stated that other

qualities, such as persistency, were more important than actual abilities. One participant

stated, “Well, I guess I was a, slightly above average maybe when I was younger, yes

[pause] I didn‟t see myself as more or less intelligent as others. The key was persistency.”

However, many of the ESL students admitted to having been above-average students.

Patience was one of the key factors necessary for the ESL students to overcome barriers

and achieve academic resilience. They knew that success would take time. One

participant noted, “We just had to continue with the challenges and slowly we began to

overcome.”

Discussion of the Conclusions in Relation to the Literature and the Field

Many previous findings concurred with what has been discovered the findings in

this case study. According to Bandura (1978, 1979), the interaction of environmental,

behaviors and personal variables is reciprocal and makes learning conducive. Many ESL

students concurred with this theory because the different themes could fall under each

variable mentioned in this theory. Environmental variables were expressed in the themes

of Support System, Inner Strength, Past Experiences, and Influences. Adversities, Value

system, Inner Strength, and Hope fell under behavior variables. At last, personal factors

were characterized under the theme of Personal Characteristics.

A support system enhances one‟s ability to achieve. The literature agreed that

support does help to achieve resilience. Many of the findings on the importance of

support for the general population also applied to the ESL students, who stressed the

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importance of support in their success. Stoynoff (1997) agreed that social support does

promote success. Researchers have recognized that academic success is linked to society,

peers, and family ( Boon, 2008; Song, 2006).

Success is influenced by friends, community, the school environment (Wasonga

et al., 2003). During the September 11, 2001, terrorist attacks, individuals with greater

social support were better able to cope (Bonanno et al., 2007). The participants‟

responses showed that this same concept held true for the ESL students who were better

able to achieve. Motivation for academic success can be also initiated by the allegiance

felt toward family and friends (Yeh et al., 2008). Human nature, in a sense, is more

motivated by friendships that bring greater rewards (Keelan et al., 1994). The ESL

students expressed how much they appreciated the love and support from family and

friends.

Support also can be found when certain measures are made to alleviate the

burdens that make achievement more difficult. External factors, such as obtaining legal

documents to attend school, were beyond the control of the ESL students hindered their

achievement. However, certain policies now allow some undocumented students to attend

colleges (Pérez, 2010). The DREAM Act is being introduced in Congress to allow more

undocumented high school graduates to obtain easier access to education as well as legal

documents (Pérez, 2010).

Other factors influence success. Ethnicity and family background exert some

influence on students‟ motivation to remain in school (May et al., 2006). The culture of

the school plays a role in the way that certain values are accumulated. These values are

gained through the culture where the school is located (Rubenstein, 2006). The ESL

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students in this study acknowledged the role of the school environment in the way they

were able to achieve. One participant said that one president would encourage students by

speaking of others who had succeeded. This strategy provided students with role models

to admire and an incentive to emulate these individuals‟ characters. At the same time, the

ESL students concurred with the belief that individuals with similar characteristics have a

greater impact upon academic resilience (Bandura 1978, 1979).

The value system of the ESL students made success more attainable. Knowing the

importance of hard work set them on the path of academic success (Stoynoff, 1997). The

ESL students‟ positive belief in their ability to achieve as well as their perceptions of

having control over their academic success were more important to them than their

ability to accomplish the task itself. The positive outcome of achievement often was

based upon the self-efficacy of the ESL students (Bandura, 2005; Walen, 2002). The

expectations of the ability of acquiring a language also have a greater impact upon

achievement than actual ability (Onwuegbuzie et al., 2000).

Inner strength and value system were sometimes intertwined in the journey of

academic resilience. The ESL students tended to put more effort into the tasks that they

believed they could achieve (Bandura, 1977, 1982; Yea & Neal, 2006). Many participants

concurred with this finding as they repeatedly mentioned their strong belief in their

ability to achieve. Past accomplishments tended to reinforce that belief. Some ESL

students even mentioned that their academic success has a stronger correlation with

efforts more so than potential.

The participants agreed with Cameron et al. 2005 findings that intrinsic and

extrinsic motivation can collaborate to ensure academic resilience. Hadre et al. (2007)

133

asserted that motivation and commitment are most significant factors in the retention of

students. Many researchers have agreed that there is a close link between academic

success and motivation (Hardre et al., 2007; Katz & Azzor, 2007; May et al., 2006). This

study also showed that motivation played an important role in the ability of the ESL

students to remain resilient in their pursuit of academic achievement.

Extrinsic motivation was advantageous to the academic resilient ESL students.

Outside influences had a way of making the desire to achieve stronger. One advantage of

extrinsic motivation is that it can provide the internal motivation to complete the task

(Cameron et al., 2005). Intrinsic motivation revives inner strength. Motivation is a

requirement in order for academic success to take place. (Hardre et al., 2007).

Hope allowed the ESL students to stay focused on their purpose and goals. Many

obstacles made resilience difficult achieve. Through it all, resilience was gained because

of the participants‟ ability to use self-regulation skills effectively so that their thoughts,

feelings, and actions supported goal achievement (Zimmerman, 1998). Having a mindset

that focused upon the goals and using different self-regulation skills helped to promote

academic success (Malpass et al., 1999).

Personal characteristics promoted positive decision-making skills. The level of

one‟s self-control is influenced by temperament and relationships (Wills & Dishion,

2004). The ESL students also relied upon their scripts to determine how to take care of

their daily activities (Abelson, 1981). The resilience found in their achievements called

for them to remain current in their coursework. This type of discipline remained

consistent throughout the years they spent studying. At the same time, they possessed

good self-control, which encouraged resilience (Wills & Dishion, 2004).

134

To face adversities, the ESL students had to understand the issues that needed to

be addressed and the way to address those issues. The academically resilient ESL

students concur with the literature findings as they admitted that they have had to make

the difficult decision of addressing the stresses that come with living in a different culture

(Curry, 2004). They used their metacognition, that is, “thinking about one‟s own

thinking” (Georghiades, 2004, p. 365). Acknowledging their thoughts gave the ESL

students the necessary skills, resources, and strategies to face the issues (Malpass et al.,

1999). The ESL students had to accept and be aware of the challenges that they faced,

and they had to think of creative ways to deal with those challenges in order to survive.

They had to make adjustments in order to be successful academically. Certain life

events led to new realities that required the ESL students to make better decisions. Hall

and Webster (2007) noted that only when individuals are willing to address maladaptive

behaviors and irrational beliefs will they be able to visualize other possibilities and move

toward change. There were times when this change came into the lives of the ESL

students through a life or social event that resulted in positive changes.

The ESL students found that they learned to adjust through social assistance

(Stoynoff, 1997). They accepted the assistance provided to them, even when it was

uncomfortable to do so because of cultural differences found in their culture, such as the

Asian culture. Being academically successful required strong language skills acquisition

(Onwuegbuzie et al., 2000). The ESL students have had to use creative and effective

ways to learn the English language in order to experience resilience.

English proficiency tended to be more achievable when the ESL students chose to

assimilate into the new culture. This finding supported Genesee et al.‟s (2005)

135

conclusions. It is true that greater exposure to native English speakers led to better

proficiency in English. Doing so eases the ability to increase academic proficiency of the

language as well. As a result, the ability to understand the different disciplines in school

was made more possible through language acquisition, as many ESL students mentioned

in this study.

Past experiences played an important role in the students‟ ability to achieve

academically. The participants agreed with the literature that their home countries had

more robust curriculum (Rubenstein, 2006). Possessing a Strong Educational Background

has motivated ESL students to reach academic success. At the same time, the participants

have also concurred with the reality those past educational experiences in a given subject

to influence the motivation and perceived ability to learn (Hardre et al, 2007).

The past, present, and future influence academic resilience. Self-concept is based

upon self-perceptions of self-efficacy, self-esteem, and the level of stability in one‟s

belief system (Luhr, 2005). The ESL students tended to have a healthy self-concept,

which facilitated their academic success. Past experiences helped to shape this self-

concept (Luhr, 2005). In a sense, the ESL students gained more confidence each time

they succeeded. This strength made future challenges more manageable. In agreement

with Bandura‟s (1978, 1979) learning theory, this researcher believes that that process of

learning how to experience academic resilience results from the interaction of personal,

behavioral, and environmental factors.

136

Limitations

As in all qualitative studies, the limited number of participants made it difficult to

generalize the findings to the entire target population of ESL students. The data came

from the participants‟ own perceptions (Creswell, 2007), but the richness gained from the

data offset those limitations. The number of cultures in the world made it impossible to

conduct a study in which every single culture could have been represented. However, in

spite of the differences of cultures, the participants shared many similarities in their

experience of academic resilience. Some cultural differences also could have impacted

the responses of the participants during the interviews.

The nature of the interview process came with its own set of limitations. The

responses could have been affected by personal bias and the emotional state of the

interviewees during the interviews (Creswell, 2007). At the same time, some the

interviewees may have been reluctant to reveal some information because they may have

felt that it does not relate to this particular study. The ESL students may have felt more

comfortable sharing some information with someone from the same culture.

Recommendations for Future Research or Interventions

This study examined the factors that led to the academic resilience of a sample of

ESL students. The findings provided more insight into the factors that led these ESL

students to achieve academically, despite the barriers that they faced. There was the

possibility that some students may have related better to someone from their own culture

who could have communicated with them in their own language. Therefore, this same

137

study could be conducted in the native language of the participants by a researcher from

the same culture.

One future study could address the academic resilience of a different population

of ESL students, such as high school or elementary school students. The participants in

this study were from different academic levels and age groups. Perhaps a study could be

conducted based upon a particular age group or academic level.

Another study could strive to identify the factors that lead ESL students to not

achieve academically. More often than not, ESL students are unable to achieve

academically. Hearing other stories could add to these findings and provide a more in-

depth understanding of the subject of resilience and nonresilience among ESL students.

In doing so, a qualitative study would add to the literature on this subject.

One participant mentioned that being the first nonnative student of a different race

made academic life almost unbearable. Therefore, one suggestion is to have a study that

investigates the misconceptions of institutions that have a low rate of nonnative students

and the way that rate impacts students. These findings would not only help the literature,

but may potentially assist in encouraging multiculturalism or help provide survival skill

to students who find themselves at these colleges and universities.

Conclusion

What are the factors that lead to academic resilience among ESL students?

Perhaps the answer could be found in the need for survival. Achieving academic success

required the ESL students to have a vision coupled with a purposeful mind. The very

nature of being ESL students initiated certain challenges that could be overcome only

138

with resilience. With each accomplishment, the ESL students came closer to achieving

academic success. Without love and support, resilience was unsustainable. At the same

time, the very essence of character necessary for resilience to be possible demanded great

strength, determination, courage, bravery, the ability to command any obstacles, with

success the only possible option. It took a certain mindset of total surrender of self to

greatness and the willingness to make great sacrifices in order to achieve excellence.

139

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APPENDIX A. GUIDED INTERVIEW QUESTIONS

1. This research project is looking at resilience in college students. Can you tell me

what your understanding of resilience is?

2. What are the factors that lead you to become resilient academically?

3. Describe some of adversities that you have faced in your academic life and the

way overcame those adversities.

4. Take a moment to reflect upon a challenging situation that you had to overcome

in school. Now, please walk me through your thought process as you describe the

circumstances and the way you dealt with that particular situation.

5. What is your source of strength?

6. Have there been any circumstances which have played a role in your academic

success? If so, what event, or events, and how did it contribute to your success?

7. If you were to write a motivational book on academic success, what are some

of the things that would be written?

8. Is there anything else that you would like to add?