Erik E. Morales, PhD. is associate professor of education at New Jersey City University's Deborah Cannon Partridge Wolfe College of Education, in the Department of Elementary and Secondary Education. He has written and presented extensively on academic resilience and achievement. Frances K. Trotman, PhD. is professor of psychology in the Department of Psychological Counseling at Monmouth University, located in West Long Branch, New Jersey. She has over thirty years of teaching, research, and counseling experience. She has focused extensively on issues of educationally equity and African American mental health issues.

• Chapter 1 Chapter 1: Introduction Chapter 2 Chapter 2: Meeting the Students and Capturing their Stories Chapter 3 Chapter 3: The Resilience Cycle: An Overview Chapter 4 Chapter 4: The Cycle in Context: Spoke 1 Recognizing Reality Chapter 5 Chapter 5: The Cycle in Context: Spoke 2 Manifesting Help Chapter 6 Chapter 6: The Cycle in Context: Spoke 3 Synthesizing Resources Chapter 7 Chapter 7: The Cycle in Context: Spoke 4 Evaluating and Enhancing Chapter 8 Chapter 8: The Cycle in Context: Spoke 5 Developed Habits and Goals Chapter 9 Chapter 9: Facilitating Resilience: Practical Implications Chapter 10 References Chapter 11 Index Chapter 12 Appendix A: Resilient Students' Demographic Information Chapter 13 Appendix B: The Resilience Cycle Chapter 14 Appendix C: Resilient Students' Institutional Data Chapter 15 Appendix D: Resilient Students and Major Protective Factors Chapter 16 Appendix E: Major Psychological Stressors Associated with Academic Achievement Chapter 17 Appendix F: Individual Student Demographics (N=50)

Erik E. Morales, PhD. is associate professor of education at New Jersey City University's Deborah Cannon Partridge Wolfe College of Education, in the Department of Elementary and Secondary Education. He has written and presented extensively on academic resilience and achievement. Frances K. Trotman, PhD. is professor of psychology in the Department of Psychological Counseling at Monmouth University, located in West Long Branch, New Jersey. She has over thirty years of teaching, research, and counseling experience. She has focused extensively on issues of educationally equity and African American mental health issues.

• Chapter 1 Chapter 1: Introduction Chapter 2 Chapter 2: Meeting the Students and Capturing their Stories Chapter 3 Chapter 3: The Resilience Cycle: An Overview Chapter 4 Chapter 4: The Cycle in Context: Spoke 1 Recognizing Reality Chapter 5 Chapter 5: The Cycle in Context: Spoke 2 Manifesting Help Chapter 6 Chapter 6: The Cycle in Context: Spoke 3 Synthesizing Resources Chapter 7 Chapter 7: The Cycle in Context: Spoke 4 Evaluating and Enhancing Chapter 8 Chapter 8: The Cycle in Context: Spoke 5 Developed Habits and Goals Chapter 9 Chapter 9: Facilitating Resilience: Practical Implications Chapter 10 References Chapter 11 Index Chapter 12 Appendix A: Resilient Students' Demographic Information Chapter 13 Appendix B: The Resilience Cycle Chapter 14 Appendix C: Resilient Students' Institutional Data Chapter 15 Appendix D: Resilient Students and Major Protective Factors Chapter 16 Appendix E: Major Psychological Stressors Associated with Academic Achievement Chapter 17 Appendix F: Individual Student Demographics (N=50)

Erik E. Morales, PhD. is associate professor of education at New Jersey City University's Deborah Cannon Partridge Wolfe College of Education, in the Department of Elementary and Secondary Education. He has written and presented extensively on academic resilience and achievement. Frances K. Trotman, PhD. is professor of psychology in the Department of Psychological Counseling at Monmouth University, located in West Long Branch, New Jersey. She has over thirty years of teaching, research, and counseling experience. She has focused extensively on issues of educationally equity and African American mental health issues.

• Chapter 1 Chapter 1: Introduction Chapter 2 Chapter 2: Meeting the Students and Capturing their Stories Chapter 3 Chapter 3: The Resilience Cycle: An Overview Chapter 4 Chapter 4: The Cycle in Context: Spoke 1 Recognizing Reality Chapter 5 Chapter 5: The Cycle in Context: Spoke 2 Manifesting Help Chapter 6 Chapter 6: The Cycle in Context: Spoke 3 Synthesizing Resources Chapter 7 Chapter 7: The Cycle in Context: Spoke 4 Evaluating and Enhancing Chapter 8 Chapter 8: The Cycle in Context: Spoke 5 Developed Habits and Goals Chapter 9 Chapter 9: Facilitating Resilience: Practical Implications Chapter 10 References Chapter 11 Index Chapter 12 Appendix A: Resilient Students' Demographic Information Chapter 13 Appendix B: The Resilience Cycle Chapter 14 Appendix C: Resilient Students' Institutional Data Chapter 15 Appendix D: Resilient Students and Major Protective Factors Chapter 16 Appendix E: Major Psychological Stressors Associated with Academic Achievement Chapter 17 Appendix F: Individual Student Demographics (N=50)