I Want to Be Someone, I Want to Make a Difference: Young Care Leavers Preparing for the Future in South Australia

Michell, Dee; Scalzi, Claudine

doi:10.1057/978-1-137-55639-4_6

Cited by 7 publications

(3 citation statements)

References 24 publications

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“…Mor-Salwo and Zeira (2016) argue that support for extending education has to come either from the family or the care setting, while Köngeter, Schröer and Zeller (2016) report that adults surrounding those contemplating higher education in Germany often have lower educational expectations than the young people themselves. They also suggest that a fear of stigmatisation or bullying may act as a barrier for young people considering higher education (Michell and Scalzi, 2016).…”

Section: Contextmentioning

confidence: 99%

Patterns of participation in higher education for care-experienced students in England: why has there not been more progress?

Harrison

2019

Studies in Higher Education

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Children who spend time in the care of their local authority, usually due to neglect or abuse within the birth family, tend to experience significant educational disruption and have lower educational outcomes, on average, than other young people. However, little is known about those subsequently participating in higher education, who comprise just under one percent of the student body in England. The paper synthesises three contrasting datasets to map participation patterns among careexperienced young people for the first time. Considerably more enter higher education than previously thought, but they remain significantly less likely to participate than other young people. Furthermore, they tend to enter later, with less prestigious qualifications and to lower status institutions. The paper concludes by discussing key differences between the datasets, reflecting on difficulties with identifying and recording care-experienced students which may account for an apparent lack of progress in encouraging their participation despite concerted policy efforts.

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Section: Contextmentioning

confidence: 99%

Patterns of participation in higher education for care-experienced students in England: why has there not been more progress?

Harrison

2019

Studies in Higher Education

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“…their number was stitched in their belongings). The narratives show that a negative discourse about care-leavers still prevails, leading to stereotypical views of the self as 'deficient': as people who cause trouble and are nobodies (see also Michell & Scalzi, 2016). While a loss of agency is also indicated, several care-leavers did develop resistance strategies in an attempt to preserve the personal self and reject the collective and problematic self of the care identity.…”

Section: Discussionmentioning

confidence: 99%

“…As a consequence, they had the feeling they were different from their peers (see e.g. Michell & Scalzi, 2016). Being confronted with the differences confirmed their feeling of being abnormal and of being an 'outsider'.…”

Section: Stigmatisationmentioning

confidence: 92%

Voicing young and older adult care-leavers in Belgium: How the experience of being in care shapes narratives of the self

Nuytiens

Luyten²,

Christiaens³

et al. 2018

LLCS

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This article draws on a study of 38 male and female care-leavers in Belgium (age 21-66 years). Life history interviews were conducted to investigate how they experienced being in care, how they perceived the impact of this on their later life course, and how they reflected on shifts in their narratives as their lives progressed. The results shed light on the subjective impact of being in care on the lives of care-leavers. The interviews reveal three narratives of the self, shaped by the experience of being in care: the collective self, the problematic self and the resilient self. The collective self and the problematic self engender feelings of stigmatisation and a search for the lost self or new self throughout the subsequent life course. Because the impact of being in care on narratives of the self change over time, a long-term perspective is needed. Our research reveals the importance of a subjective view on adult outcomes. To enhance the wellbeing of care-leavers and to contribute to positive development of the self, policy, practice and research should pay more attention to internal and subjective processes of care-leavers in youth care. The results reveal similarities with processes described in the desistance literature, suggesting new research opportunities.

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Parents’ Assumed Role in Higher Education Transition

Colvin

Knight

2023

Young People and Parenting Obligations of the State

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I Want to Be Someone, I Want to Make a Difference: Young Care Leavers Preparing for the Future in South Australia

Cited by 7 publications

References 24 publications

Patterns of participation in higher education for care-experienced students in England: why has there not been more progress?

Patterns of participation in higher education for care-experienced students in England: why has there not been more progress?

Voicing young and older adult care-leavers in Belgium: How the experience of being in care shapes narratives of the self

Parents’ Assumed Role in Higher Education Transition

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