This study examines a sample of African American students attending urban middle schools in a Southern city, and considers their perceptions of learning environments within mathematics classrooms. This study concluded that variables like Academic Self-Concept, Mathematics Anxiety, Satisfaction, Involvement, and Academic Aspiration varied significantly among higher and lower performing students. These variables are informed by the classic resilience literature on learning environment that tends to be less culturally affirming. In an effort to move resilience theory away from racial ideologies, we reconceptualize resilience as a cultural trait common among African American learners that should not be conceptualized dichotomously nor hierarchically

这项研究调查了在南部城市的城市中学就读的非洲裔美国学生的样本，并考虑了他们对数学教室内学习环境的看法。这项研究得出的结论是，表现较高和较低的学生，诸如学业自我概念，数学焦虑，满意度，参与度和学业抱负等变量存在显着差异。这些变量是由有关学习环境的经典弹性文献提供的，这些文献在文化上往往不太肯定。为了使复原力理论摆脱种族意识形态的影响，我们将复原力重新概念化为非裔美国人学习者中普遍存在的一种文化特征，不应将其分为两类或分层地进行概念化