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Examining The Perceptions Of Former Foster Youth Currently Attending College About Their Time In Foster Care
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Book Synopsis Examining the Perceptions of Former Foster Youth Currently Attending College about Their Time in Foster Care by : Amber D. Peterson
Download or read book Examining the Perceptions of Former Foster Youth Currently Attending College about Their Time in Foster Care written by Amber D. Peterson and published by . This book was released on 2004 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions of Former Foster Youth Regarding Their Experiences with Mentorship Programs/relationships While in Foster Care by : Kwaku Antwi Boasiako
Download or read book Perceptions of Former Foster Youth Regarding Their Experiences with Mentorship Programs/relationships While in Foster Care written by Kwaku Antwi Boasiako and published by . This book was released on 2011 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of former foster youth regarding the experiences with mentor programs/relationships while in foster care.
Book Synopsis Former Foster Youths' Perceptions of Their Life Experiences by : Yodit Tesfia Zerai
Download or read book Former Foster Youths' Perceptions of Their Life Experiences written by Yodit Tesfia Zerai and published by . This book was released on 2011 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project was to examine the perceptions of former foster youths' life experience while in foster care and after leaving the foster care system. It was also recommended for child welfare social workers to have contact with former foster youth on a regular basis and to provide services as needed even after they exited the system.
Book Synopsis From Foster Care to College by : Steve J. Rios
Download or read book From Foster Care to College written by Steve J. Rios and published by . This book was released on 2008 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increased Federal, state, and local efforts in the United States to improve outcomes among young adults who emancipate from foster care, low educational achievement and attainment continue to characterize this vulnerable subpopulation. Approximately 50% of foster children do not obtain a high school diploma or a general equivalency diploma (GED). Only about 20% of former foster children enroll in college, compared to 60% of youth not in foster care. The purpose of this study was to explore, describe and explain the perceptions of college students who had lived in foster care regarding the external and internal influences that impacted their academic achievement and attainment. Interviews with a purposefully selected sample of 24 Florida college students were conducted; transcripts were coded and analyzed thematically. Findings included that participants experienced a particular set of external and internal influences at school, in foster care settings, and in the community. External influences include interactions with (a) multiple non-relative guardians and case workers, (b) relatives, especially siblings, (c) mentors, (d) teachers and school administrators, and (e) school counselors. Internal influences include the barriers of anger and bad behavior and a newly identified set of internal characteristics, called success strengths by the researcher, that promote academic achievement and college attainment. Implications are as follows: (a) Future theory on academic achievement concerning foster youth should reflect the importance of the affective aspect of school interactions. (b) Policy should mandate awareness training for educators, social workers, and other adults who work with former foster youth to increase professionals' awareness of the barriers, supports and success strengths that impact the academic lives of children and youth in foster care. (c) Adult educators and human resource development professionals should develop and implement appropriate new education and training materials and interventions. Future research may include a similar interview with former foster youth who graduated from college and with foster youth who leave school before graduating. Finally, a study with a nationally representative sample of college enrolled former foster children should be conducted to determine the relative importance of the barriers, supports and success strengths identified in this study.
Book Synopsis Individuals that Have Been in the Foster Care System and Their Perception of Academic Achievement and Attainment of Higher Eduaction by : Monic Johnson
Download or read book Individuals that Have Been in the Foster Care System and Their Perception of Academic Achievement and Attainment of Higher Eduaction written by Monic Johnson and published by . This book was released on 2016 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study is to explore the perceptions of African American former and or current foster care youth and their perception of academic achievement and attainment of higher education. This study aims to find the educational experiences of individuals that have been in foster care and to learn how their experience contributed to their perception of higher education. The study included in-depth interviews of 8 participants, all of whom are current or were former foster youth. These in-depth interviews were audio recorded and transcribed. The data was first coded by topics and then grouped into themes. Analysis of four main themes and eight subthemes emerged from the perceptions of the participants of this study in regards to higher educational attainment. The main themes were family, school, community, and self-reliance. The subthemes were: parent or guardian support, family or other support outside of a parent or guardian, supportive educational professionals, support from high school and college programs, child welfare caseworkers or social workers, outreach resources for foster parents/guardians, self-advocacy and resilience. This study uses qualitative interviews to add to existing research, in that the research strives for a holistic understanding of academic achievement and attainment of higher education amongst African Americans that have been in care. Early implementation programs for college readiness, financial literacy, and professional development is drawn from this data.
Book Synopsis Former Foster Youth in Postsecondary Education by : Jacob P. Gross
Download or read book Former Foster Youth in Postsecondary Education written by Jacob P. Gross and published by Springer. This book was released on 2019-05-15 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the attainment gap between foster youth and their peers. Specifically focusing on post-secondary access and success for foster youth, Gross points out the challenges foster youth face in the primary and secondary school context, such as being less likely to complete high school. These barriers to former foster youth continue once enrolled in post-secondary education, and can manifest as lack of institutional support, financial barriers, and limited to no familial support. The author discusses what policy makers and practitioners need to know to better support the educational attainment of former foster youth.
Book Synopsis Pathways to Higher Education by : Terra Thorne
Download or read book Pathways to Higher Education written by Terra Thorne and published by . This book was released on 2015 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are multiple challenges associated with being in the foster care system that inhibit academic success among this student population. As a result, an achievement gap has developed between foster youth and their peers in California's K-12 system, placing foster youth among the lowest performing students in the state (Barrat & Berliner, 2013). In recognition of the distinct challenges foster students face, California recently became the first state in the nation to identify them as a distinct student group for the purposes of K-12 funding and accountability. Under the Local Control Funding Formula, implemented in 2013, the state provides school districts supplemental funds for students with greater educational needs, including foster youth (EdSource, n.d.). However, the educational supports that foster youth need are not yet well known, and many districts are struggling to create appropriate services, teaching strategies or interventions that will help improve the academic performance of this particularly vulnerable student group. This exploratory research was developed to help inform the conversation about foster youth success, by assessing possible factors that helped former foster youth achieve an important benchmark: enrolling in college. In this study, 33 former foster youth at two Northern California State University (CSU) institutions were surveyed about the factors they believe helped them beat the odds and successfully matriculate into higher education. These factors include social support, participation in the community and noncognitive strengths, such as perseverance. The results of the survey indicate that these youth rely on a number of supports to help them matriculate into higher education. Of the assessed factors, respondents identified their 'personal strength' as the most important in helping them succeed at enrolling in college, indicating the key role that noncognitive factors may have for this population. Social support was also identified as important. In particular, students perceived social support as creating a 'college-going' culture where students saw higher education as a possibility and were provided the emotional social support that helped them enroll. These findings could help provide a foundation for further research among the academic and educational communities about which factors will best support the academic needs and noncognitive growth of foster youth in California.
Book Synopsis The Perspectives of Former Foster Youth About University Supports by : Jamila Aisha Salisberry
Download or read book The Perspectives of Former Foster Youth About University Supports written by Jamila Aisha Salisberry and published by . This book was released on 2016 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the obstacles former foster youth faced during their undergraduate years at two highly selective public institutions in Southern California and the supports they say their universities provided to help them persist toward graduation. Former foster youth graduate college at a rate much lower than non-former foster youth. Extant literature around former foster youth focuses on poor outcomes such as homelessness and low academic achievement common to this population; however, the purpose of this was to discover what former foster youth say helped them to obtain their bachelor's degrees. The theoretical framework for this study was a framework of equity wherein I argued that the former foster youth's colleges were responsible for providing services to meet this population's personal and academic needs to remove any barriers to college completion. I used a phenomenological qualitative research design for this study and conducted hour-long interviews with 12 former foster youth--seven college graduates and five graduating seniors. The findings indicate that former foster youth encounter obstacles such as trouble with transferring from community colleges, mental health problems and financial struggles. According to the former foster youth of this study, key people, programs and financial aid were on-campus supports that helped them persist through their undergraduate years. The data imply that there is still a need for more tutoring and career development opportunities for this population. Overall, these twelve former foster youth tended to have positive perceptions of earning their bachelor's degrees and seemed to be resourceful in finding on-campus solutions to problems despite some barriers that proved to be ongoing obstacles. In light of the findings from this research study, educational leaders should provide consistent funding for services for former foster youth and former foster youth liaisons should implement new programming to meet former foster youth's needs as they arise.
Book Synopsis Service and Program Needs to Support Foster Students Attending Community College by : Chau Phuong Nguyen Dao
Download or read book Service and Program Needs to Support Foster Students Attending Community College written by Chau Phuong Nguyen Dao and published by . This book was released on 2015 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is little doubt that educational outcome for students who experience foster care is far below those of the general student population and that they may be disproportionately impacted by college practices, programs or services. In California over 50,000 children and youths are in out of home placements. It is estimated that approximately 12,000 current and former foster youth are enrolled in California's community college system at any one time. Children enter the foster care system as a result of extreme abuse or neglect inflicted upon them by their biological family. In California, only about one third of the cases where there is a substantiated report of abuse or neglect result in removal from the home, meaning that these are the most severe and difficult cases of maltreatment and neglect. This experience is then often compounded by the circumstances these children face upon entry into the foster care system. Once in the system, many experience multiple placements that require frequent moves from home to home and may also result in multiple forced school changes and consequent social and academic challenges. By age 24, foster youth experience significantly poorer education outcomes than the general population (Courtney et al., 2011). Increased educational advocacy for foster students among professionals who work with foster students have taken shape. In collaboration with the legislature, additional bills have been passed to help ease the access to student records and increase support services for foster students to continue schooling into the college and job training levels after high school completion. This increased attention came as a recent study of high school foster students demonstrated large disparities between not only foster students and the general student population but also foster students and other economically disadvantaged students. The community college sector is where the majority of foster students enter into higher education due to their financial situation as well as their academic unpreparedness. This study sought out to find the service and program needs of foster students attending a community college, using Mt. San Antonio College as an actual study site by investigating the following research questions: Umbrella question: For students with foster care experience, what are their service and program needs while attending community college? 1. What are the elements or characteristics of a foster youth resource center that has been active for 5 or more years? 2. What are the factors or information that professionals working with foster youth at non-profit agencies say are necessary for them to attend community college? 3. What information and/or services do foster students say should be included in a resource center to support foster students attending community college? According to the results of this study, the following that elements are necessary to demonstrate that the community college acknowledges and supports the efforts of its foster student population to attain a college degree. 1. Access Point for Connection and Engagement 2. Safe Common Space for Assistance and Acceptance 3. Access Point for Collective Voice 4. Provide Opportunities to Give Back 5. Provide Targeted Programming and Services In the end, this study recommends that a community college institute the following to ensure that the findings are involved: community cultural wealth promotion, ensure basic life necessities are available, and continued advocacy and networking on behalf of foster students. This study provides community college administrators a logic model to show them that building a resource center to support its foster students is possible and needed. Community colleges can be part of the solution in helping foster students increase college completion and improve their life trajectory.
Book Synopsis Foster Youth and Post-Secondary Education by : Brenda Morton
Download or read book Foster Youth and Post-Secondary Education written by Brenda Morton and published by . This book was released on 2014 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study was to explore the perceptions of former and current foster youth on the barriers, supports, helps and strategies they encountered during their K-12 education, and to learn how these contributed to their ability to enroll in post-secondary education. The study included in-depth interviews of 11 participants, all of whom were current or former foster youth who were enrolled or had plans to enroll in a community college or four-year university. These in-depth interviews were audio recorded and transcribed. The data was first coded by topics and then grouped into themes. The results of this study indicated that previously identified barriers and supports to academic achievement were true for this group of participants, but that these topics or themes represented the effects of a deeper issue; the issue of anger, abuse and disempowerment. This anger, abuse, and disempowerment touched every aspect of their life, resulting in high mobility, IEPs for emotional/behavioral issues, and difficulty transitioning from care to independence. The findings of this study contribute to the conversation on foster youth in several areas. First, the study has implications for teachers and teacher educators on the challenges foster children and youth face, and how to prepare future teachers to meet those challenges. Second, the study encourages teachers to look beyond labels given foster children and youth, such as IEPs for emotional/behavioral issues, to consider the root of the problem and seek solutions. Third, the study has implications for the Department of Human Services, who have been charged with the care and protection of children they remove from the homes of biological parents and guardians. It is their job to ensure that certified foster parents are providing quality care for foster children and youth placed in their home. The study concludes with recommendations for future research on foster youth and academic achievement.
Book Synopsis The Social Capital Former Foster Youth Need to Access and Persist Through Community College by : Celedonio Jr De Leon
Download or read book The Social Capital Former Foster Youth Need to Access and Persist Through Community College written by Celedonio Jr De Leon and published by . This book was released on 2014 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brief Literature Review Of approximately 300,000 former foster youth between the ages of 18 and 25, about half obtain a high school diploma (Emerson, 2007). Aside from trauma or abuse, various factors stand in the way of their academic success. Of the 150,000 former foster youth who do graduate from high school, only about 30,000 actually attend college or a university (Wolanin, 2005). This population continues to age out of the system and is unprepared for independent living. There is a smaller percentage of former foster youth persisting through college and obtaining a college degree as compared to the general population (Casey Family Program, 2011). Statement of the Problem In efforts to support future former foster youth access and persistence through community college, this study examined what types of social capital contribute to a former foster youth's ability to access and persist through community college. The following questions were addressed: 1. How do former foster youth define the social capital that influenced them to access and persist through community college? 2. What types of social capital should be enhanced upon acceptance to community college? 3. In what ways can former foster youth independently gain the social capital needed to access and persist through community college? Methodology The researcher utilized a survey aimed at capturing the experiences and knowledge of former foster youth currently attending community college with regard to the social capital that assisted them to access and persist through community college. The author examined the types of social capital identified by former foster youth to determine common themes and specific sources of social capital. Conclusions and Recommendations This study concluded that former foster youth benefit from various sources of social capital within their network consisting of educational and child welfare supports. Through mentoring relationships and institutional support, former foster youth gather social capital that allows them the insight and knowledge to access and remain enrolled in college.
Book Synopsis Life after Foster Care by : Loring Paul Jones
Download or read book Life after Foster Care written by Loring Paul Jones and published by Bloomsbury Publishing USA. This book was released on 2018-08-17 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book apprises readers of the present conditions of former and emancipated foster youth, provides evidence-based best practices regarding their experiences, and proposes new policies for ensuring better outcomes for these children upon discharge from foster care. For most American youth, the transition to adulthood is gradual and aided by support from parents and others. In contrast, foster youth are expected to arrive at self-sufficiency abruptly and without the same level of support. Such an expectation may be due in part to what Loring Paul Jones has found in his research: that many of the studies conducted thus far have been fragmented and incomplete, often focusing on a particular state or agency that may follow policies not applicable nationwide. This book connects the dots between these disparate studies to provide child welfare practitioners, policy makers, and students with a broader picture of the state of American youth following discharge from foster care. It examines not only child welfare policies but also related policies in areas such as housing and education that may contribute to the success or failure of foster youth in society. It additionally draws lessons from successful programs to provide readers with the tools needed to develop foster and after-care systems that more closely mirror the support afforded to youth in the general population.
Book Synopsis An Examination of the Educational Trajectory of Foster Care Alumni Regarding the Social Capital Held by Their Foster Parents by : Adina N. Lundy (Ed.D. candidate at the University of Hartford)
Download or read book An Examination of the Educational Trajectory of Foster Care Alumni Regarding the Social Capital Held by Their Foster Parents written by Adina N. Lundy (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to examine the educational trajectory of foster care alumni regarding the social capital held by their foster parents as it relates to college access by employing the framework advanced by Perna and Titus (2005) which was based on Bourdieu and Passeron (1990). This age group was chosen because despite educational reform interventions within k-12, a college readiness gap remains (Choy, 2002). The college journey starts as early as grade school, a time in which remedial limitations may be diagnosed and addressed. Research by Reed (1996) showed that 17% of foster children require remedial instruction at the grade school level but fail to be diagnosed as a result of poor agency coordination. As a society we have, by default, consented to the removal of children from their biological homes. The foster home, therefore, is tasked with providing a nurturing setting that is an improvement from the biological home setting from which the child is removed. The foster parent, then, should engage in behavior change interventions that can be observed in the school setting, take corrective action when poor agency coordination occurs, expedite the individual education plan, encourage the foster child and monetize materials of value for the child for the duration that the child remains in placement. This study addressed a gap in the literature by evaluating intelligence from foster care alumni. Educational advocacy, by the foster parent, on behalf of the foster child is a prerequisite if foster youth are to meet benchmarks that indicate long term survival. Foster youth reported the lack of long-term adult support as a barrier to persistence in education. Employing the conceptual framework of Perna and Titus (2005) this study examined what foster alumni reported regarding the social capital held by their foster caregivers as it related to college access.
Book Synopsis An Examination of Post-secondary Education Access, Retnetion, and Success of Foster Care Youth by : Angelique Day
Download or read book An Examination of Post-secondary Education Access, Retnetion, and Success of Foster Care Youth written by Angelique Day and published by . This book was released on 2011 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changes in the U.S. economy have made the attainment of a higher education credential more important than ever to ensure self-sufficiency. Therefore, it is critical that the child welfare, K-12, and higher education systems encourage and support the postsecondary educational aspirations of court wards. When the state makes the decision to remove a child from his/her biological home, it bears the responsibility to provide the educational guidance as well as assistance otherwise provided by families during the transition from high school to college. This dissertation explores the educational outcomes of older youth in care by first looking at the perception of high school aged foster youth in identifying the barriers and pathways they face in graduating from high school and accessing college and then will investigate persistence in post-secondary education for a sample of foster care alumni who are enrolled at a four-year college. The first study investigates the barriers and pathways high school and college-aged foster care youth face in completeing high school and in transitioning from high school to college using action research strategies, which are based on an empowerment theoretical framework. The second study follows a cohort of students who were able to successfully enroll in a four-year university and tracks persistence in their post-secondary education program using two logistic regression models. The final study takes a look at the same cohort of university enrolled students, but tracks time varying indicators including persistence to graduation and academic achievement of the students throughout their post-secondary journey through the use of discrete time hazard models. Paper two aims to address whether having a placement history in the foster care system predicts dropping out, controlling for gender and race. Paper three examines the issue of college persistence by using an event history analysis to model relative risk of graduation from college over time. Study three also includes an additional time varying covariate, academic performance (GPA), and examines whether academic achievement predicts time to graduation. Although each paper is independent, they are connected by the common theme of college access and persistence of young people who have aged out of the foster care system. The benefit to the author of the three-paper method is that the task of submitting the findings of the study for publication is eased as the dissertation contains three stand-alone articles. A drawback for the reader of the three-paper method is that there is redundancy in reading the same sections in each paper. The reader is encouraged to keep in mind that some information may be redundant when read as a whole document.
Book Synopsis Voices of Foster Youth by : Sue D. Hobbs
Download or read book Voices of Foster Youth written by Sue D. Hobbs and published by Taylor & Francis. This book was released on 2024-06-25 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important book offers unique insight into the experience of foster youth from 27 countries around the world. It provides a systematic review of literature reporting the experiences of youth in care, addressing a wide range of key topics in this multidisciplinary field, and presenting the views and perceptions of these young people. Including a meta-analysis on contact with birth parents, it examines youth’s experiences of the foster care system; contact and relationships; caregiving and relationships with caregivers; placements; and emotional well-being. These five core themes embrace a wide range of crucial topics including foster youth’s involvement in decisions about themselves; interactions with social workers, birth families, foster families, peers, and friends; the benefits and challenges of foster care; the stigma attached to being in care; mental health, well-being, and belonging; and developing a sense of self. This essential volume is for students and scholars of child and adolescent development, social work, education, sociology, and public health. Illustrated with quotes from former and current foster youth, and with research-based recommendations for best practices in foster care, it is also for professional social workers, psychologists, child advocates, children’s therapists, children’s attorneys, youth workers, and foster parents.
Book Synopsis Climbing a Broken Ladder by : Nathanael J. Okpych
Download or read book Climbing a Broken Ladder written by Nathanael J. Okpych and published by Rutgers University Press. This book was released on 2021-01-15 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education. Drawing on data from one of the most extensive studies of young people in foster care, Nathanael J. Okpych examines a wide range of factors that contribute to the chances that foster youth enroll in college, persist in college, and ultimately complete a degree. Okpych also investigates how early trauma affects later college outcomes, as well as the impact of a significant child welfare policy that extends the age limit of foster care. The book concludes with data-driven and concrete recommendations for policy and practice to get more foster youth into and through college.
