A Review of Research on College Educational Outcomes of Students Who Experienced Foster Care

Gillum, Nerissa LeBlanc; Lindsay, Theresa N.; Murray, Felicia Law; Wells, Precious

doi:10.1080/15548732.2016.1172056

Cited by 21 publications

(6 citation statements)

References 25 publications

(78 reference statements)

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“…First of all, the results showed that individuals placed in OHC were less likely to have a higher education in midlife in comparison to their general population peers. This is in line with previous findings of OHC experienced individuals’ educational attainment in young adulthood (Gillum et al, 2016; Gypen et al, 2017; Jackson & Cameron, 2014; Kääriälä & Hiilamo, 2017). This was particularly true for those with a first-time placement in their teens, that is a group of children mainly placed due to own behavior as opposed to those in the younger OHC group, which were mainly placed due to family circumstances.…”

Section: Discussionsupporting

confidence: 93%

“…Previous studies have shown that they face many challenges in their transition into adulthood (Häggman-Laitila et al, 2019). Obstacles specifically linked to higher education participation include factors related to academic qualifications and preparation, mental health, social network and supportive relationships as well as finances and housing (Geiger & Beltran, 2017; Gillum et al, 2016). Consequently, previous studies have reported lower enrollment rates and/or delayed enrollment compared to peers (Courtney et al, 2011; Gillum et al, 2016; Harrison, 2020; Pecora et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Timing of higher education completion in out-of-home care experienced individuals: On schedule or delayed?

Forsman,

Brännström

2023

Developmental Child Welfare

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It is well known that individuals with out-of-home care (OHC) experience tend to have lower educational attainment than their peers in young adulthood, and a number of interventions have been implemented to increase their higher education outcomes. However, the timing of their higher education completion, and whether they experience educational recovery over the life course, is largely unknown. Using longitudinal Swedish data from a birth cohort of more than 13,000 individuals, this study examined OHC experienced individuals’ chances of having a higher education, here defined as a record of postsecondary education of two years or more, in midlife (age 50) and whether the timing of completion differs between them and a group of individuals who had child welfare contact (CWC) without being placed, and a group of general population peers. Results from multivariable logistic regressions corroborated prior findings that individuals who have been placed in OHC were less likely to have completed higher education compared to their general population peers. However, among those who did, they were more likely to have completed it later in life. Overall, there were no differences between the OHC group and the CWC group, both groups may thus not only benefit from specific support but also from more general inclusive education policies that allow for life-long learning.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Timing of higher education completion in out-of-home care experienced individuals: On schedule or delayed?

Forsman,

Brännström

2023

Developmental Child Welfare

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“…Studies have found that financial difficulties, a need to earn money, and housing concerns are among the barriers that prevent foster youth from pursuing postsecondary education (Day et al, 2012; Salazar, 2012). Foster youth also face significant challenges when pursuing a college degree, such as difficulties in navigating the college application process, unpreparedness for independent living, lack of supportive adults, insufficient financial resources, mental health issues, and inadequate emotional support to cope with the academic demands and social stresses related to college life (Batsche et al, 2014; Courtney et al, 2004; Day et al, 2011; Day et al, 2012; Day et al, 2013; Gillum et al, 2016; Jackson et al, 2019; Merdinger et al, 2005; Rios & Rocco, 2014; Salazar, 2012).…”

Section: College Promise For Youth In or Aged Out Of Foster Carementioning

confidence: 99%

Expanding Promise: Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations

Millett¹

2022

ETS Research Report Series

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At ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide.

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“…It is well documented that most youth in foster care aspire to obtain higher education and, at the same time, face daunting obstacles in doing so; some of these obstacles include a lack of supportive adults, insufficient financial resources, mental health challenges, and parenting responsibilities, among others (Batsche et al, 2014; Courtney, Terao, & Bost, 2004; Day, Riebschleger, Dworsky, Damashek, & Fogarty, 2012; Gillum, Lindsay, Murray, & Wells, 2016; McMillen, Auslander, Elze, White, & Thompson, 2003; Merdinger, Hines, Osterling, & Wyatt, 2005; Rios & Rocco, 2014; Salazar, 2012). Encouragingly, societal interest and investment in supporting these youth in achieving their postsecondary educational goals have increased substantially over the past few years.…”

Section: Introductionmentioning

confidence: 99%

Fostering Higher Education: A postsecondary access and retention intervention for youth with foster care experience

Salazar

Haggerty

Roe

2016

Children and Youth Services Review

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Most youth in foster care aspire to obtain higher education, but face daunting obstacles in doing so. While societal interest and effort to support foster youth in achieving higher education has grown, very few supports have evidence to show that they are effective at improving postsecondary outcomes. In an effort to address the dearth of clearly articulated, evidence-based postsecondary support approaches for foster youth, we have developed Fostering Higher Education (FHE), a comprehensive, structured, and evaluable postsecondary access and retention intervention composed of elements (professional educational advocacy, substance abuse prevention, mentoring) that are either evidence based or promising based on the scientific literature and their ability to address the outcomes of interest. This paper describes the development and youth usability and practitioner feasibility testing of the FHE intervention approach, which was developed through funding from the National Institute on Drug Abuse. Youth usability feedback was primarily positive, with the majority of participants indicating they found the FHE activities interesting and useful, and were comfortable participating in them. Practitioner feasibility feedback was also primarily positive, with almost unanimous ratings of the FHE intervention components as very important to provide to youth and that all would be feasible for an organization to implement, though the mentoring components were seen as slightly less feasible than other components. Next steps and implications of this intervention development process are discussed.

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A Review of Research on College Educational Outcomes of Students Who Experienced Foster Care

Cited by 21 publications

References 25 publications

Timing of higher education completion in out-of-home care experienced individuals: On schedule or delayed?

Timing of higher education completion in out-of-home care experienced individuals: On schedule or delayed?

Expanding Promise: Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations

Fostering Higher Education: A postsecondary access and retention intervention for youth with foster care experience

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