Postsecondary Strengths, Challenges, and Supports Experienced by Foster Care Alumni College Graduates

Abstract

Young people transitioning from foster care to college experience unique identities and circumstances that make being successful in college especially challenging. We used qualitative survey data from 248 college graduates who were formerly in foster care to explore the strengths, challenges, and supports they experienced while in college that affected their success. A qualitative content analysis of responses to 3 open-ended survey questions revealed 7 global themes related to participants’ college experiences: positive self, overcoming, interpersonal relationships, finances and logistics, academic orientation, physical and mental health, and independent living skills. Subordinate themes are identified and participant quotes are provided to help illuminate participants’ postsecondary experiences. A primary goal for this study is to increase awareness of this hidden population on college campuses and provide a better understanding of their unique circumstances and needs. This information can be used by colleges and advocates to improve support services for these youth.

Predictors of school engagement in foster children: A longitudinal study

“…These findings are worrying, even more so because they correspond to problematic adaptive functioning in the later lives of fostered children (Berlin, Vinnerljung, & Hjern, 2011;Harris, Jackson, O'Brien, & Pecora, 2009;Jackson, 1994). Persons formerly placed in foster care struggle with post-secondary school completion, are underemployed, have a higher chance of earnings below the poverty level and run a higher risk of future psychosocial problems than persons raised by biological parents (Berlin et al, 2011;Blome, 1997;Goerge et al, 2002;Harris et al, 2009;Pecora et al, 2006;Salazar, Jones, Emerson, & Mucha, 2016). Although we should be careful in the assumption of causal relations between school performance and outcomes later in life, Berlin et al (2011) showed that the risk for such problems was reduced by 38-52% when adjusted for the results for school performance.…”

Elements of a College Support Program That Matter: A Case Study

“…Although legislation changes allocate funding to support higher education among former child welfare and homeless youth, many child welfare and homeless youth are not aware of the availability of financial support (Dworsky & Perez, 2009;Salazar, Jones, Emerson, & Mucha, 2016). Moreover, to succeed in college, these allocated funds are typically not sufficient, and former child welfare and homeless youth need additional support to address their unique barriers to successful graduation (Merdinger et al, 2005;Salazar, 2012;Salazar et al, 2016).…”

“…Although legislation changes allocate funding to support higher education among former child welfare and homeless youth, many child welfare and homeless youth are not aware of the availability of financial support (Dworsky & Perez, 2009;Salazar, Jones, Emerson, & Mucha, 2016). Moreover, to succeed in college, these allocated funds are typically not sufficient, and former child welfare and homeless youth need additional support to address their unique barriers to successful graduation (Merdinger et al, 2005;Salazar, 2012;Salazar et al, 2016). Studies found that concerns such as having a stable place to live and a profound sense of being alone make this college transition a particularly difficult and vulnerable time that can affect academic success among individuals in this population (Dworsky & Perez, 2010;Kinarsky, 2017;Salazar et al, 2016).…”

“…Moreover, to succeed in college, these allocated funds are typically not sufficient, and former child welfare and homeless youth need additional support to address their unique barriers to successful graduation (Merdinger et al, 2005;Salazar, 2012;Salazar et al, 2016). Studies found that concerns such as having a stable place to live and a profound sense of being alone make this college transition a particularly difficult and vulnerable time that can affect academic success among individuals in this population (Dworsky & Perez, 2010;Kinarsky, 2017;Salazar et al, 2016). Furthermore, many former foster youth in college were reluctant to share their foster youth identity (Kinarsky, 2017) or report these transitional challenges because they believed that they should face these challenges on their own (Dworsky & Perez, 2010).…”

Mental Disorder, Service Utilization, and GPA: Studying Mental Health of Former Child Welfare and Youth Experiencing Homelessness in a Campus Support Program

“…The most common mental health problems among former foster youth are depression, anxiety, and posttraumatic stress disorder (PTSD; Courtney, Terao, & Bost, 2004; Havlicek, Garcia, & Smith, 2013; Salazar, 2012; Salazar, Jones, Emerson, & Mucha, 2016; White, Holmes, O’Brien, & Pecora, 2005). Previous literature reported 6% to 8% incidence of PTSD among former foster youth who had recently exited foster care (Courtney et al, 2005; Courtney et al, 2004; Havalchak, White, & O’Brien, 2008; McMillen et al, 2005).…”