ABSTRACT
Scholars have characterized individuals as “resilient” when these individuals have succeeded despite risk and adversity (Masten, 2001; Schoon & Bynner, 2003; Werner & Smith, 1992). But how have scholars specifi cally made sense of resilience when the subject of study was school-aged children growing up in urban America? Our answer to this question constitutes the substance of this chapter. In addressing this question, we delineate how scholars have defi ned the success of urban youth designated as resilient and by implication what constitutes poor or maladaptive outcomes on the part of these youth. We also delineate how scholars have defi ned adversity (or risk) in urban contexts.
