Classifying At-Risk High School Youth: The Influence of Exposure to Community Violence and Protective Factors on Academic and Health Outcomes V. Scott H. Solberg, Aaron H. Carlstrom Kimberly A. S. Howard Janice E. Jones Using cluster analysis, 789 predominately Latino and African American high school youth were classified into varying academic at-risk profiles using self-reported levels of academic confidence, motivation to attend school, perceived family sup- port, connections with teachers and peers, and exposure to violence. Six clusters emerged, 5 of which were identified as "at-risk." The clusters were examined in relation to academic stress, health status, grades, and school retention. Exposure to violence was one distinguishing feature of youth identified as most vulnerable, vulnerable, and resilient; however, youth identified as resilient recorded better academic outcomes. Many youth growing up in low-income urban settings develop in positive ways despite having to face multiple challenges and hindering circumstances (Masten, Best, & Garmezy, 1990). Researchers studying the phenomenon of resilience have consistently identified protective factors at the individual and the relational levels that promote resilience in the face of risk from within the community, such as exposure to vio- lence. Individual protective factors include competence characteristics such as self-efficacy, flexible coping strategies, and a sense of autonomy and responsibility (Masten et al., 1990). Relational protective factors include social support resources such as the presence of at least one caring adult, stable and consistent care, and structure and supervision (Egeland, Carlson, & Sroufe, 1993). Other relational factors include connections with teachers who provide guidance and act as role models and positive peer relationships (Masten et al., 1990). V. Scott H. Solberg, Department of Educational Psychology, University of Wisconsin-Milwaukee; Aaron H. Carlstrom, Department of Special Education, Counseling, and Student Affairs, Kansas State University; KimberlyA. S. Howard, Department of Counseling Psychology, University of Wisconsin-Madison; Janice E. Jones, Department of Psychology, Alverno College. V. Scott H. Solberg is now at the Center on Education and Work at the University of Wisconsin-Madison. Correspondence concerning this article should be addressed to V. Scott H. Solberg, The Center on Education and Work, University of Wisconsin-Madison, Madison, W1 53706 (e-mail: ssolberg@education.wisc.edu). © 2007 by the National Career Development Association. All rights reserved. The Career Development Quarterly June 2007 - Volume 55 313