What Makes More Resilient Young Women? Leadership, Work, Independence and Participation

Abstract

The purpose of this study was to discover what variables from the home and the high school may be related to a student having a high resilience score. The participants for the current research were all young women who attended the same all-girls, Catholic high school in the Midwest and were alumnae of the school.

Resilience is defined as the ability to bounce back from adversity, change or stress, and the learning from that challenge so as to lead a productive and positive life. Using the Resilience Scale™ (Wagnild, 2011) as a tool to determine a resilience score, participants completed a survey. Analyses were conducted to determine which variables were significant contributors to higher resilience scores. The current research indicated that there were high school and home variables that influenced resilience scores. Significant school variables included class participation, taking leadership positions, being involved in activities and athletics. Home variables that affected resilience included completing chores, working, experiencing the unemployment of a parent and having consequences for failing grades.

There are specific ways to increase resilience, and it is important for school administrators and parents to work collaboratively to assist young women, to develop higher resilience. The current research provides the data, the analysis and suggestions for school administrators and parents to teach resilience.