Navigation and Negotiation towards School Success at Upper Secondary School: The Interplay of Structural and Procedural Risk and Protective Factors for Resilience Pathways

Abstract

This work examines how socially and structurally disadvantaged male adolescents (migration biography and low SES) can be supported in attaining educational success at the upper secondary level by applying the resilience concept of navigation and negotiation. Within the framework of grounded theory and by a qualitative coding paradigm, we applied an exploratory heuristical approach in order to understand school success under a micro-sociological passage. The findings are discussed in the context of questions of justice and to their classification within the context of educational and psychological aspects for promoting resilience and on the basis of their overall significance for education policy.