Fostering success: Understanding the experience of foster youth undergraduates

Although foster youth aspire to complete college, studies suggest that less than 10% are successful in obtaining a bachelor's degree (McMillen, Auslander, Elze, White, & Thompson, 2003; Rios & Rocco, 2014; Wolanin, 2005). The low graduation rates suggest that these students face unique obstacles in attaining their educational goals. To date, there is little information about the particular challenges they face. To address this gap, this paper presents survey findings of undergraduates enrolled at a public university and engaged in a campus support program for foster care alumni. Results show that these students are hesitant to disclose their foster youth identity, need help securing stable housing and suffer from food insecurity. Campus support programs and services help students feel a sense of belonging and safety on campus. Findings can aid policy makers and student affairs staff in refining current support systems for foster youth to increase enrollment and rate of graduation.     

Increasing College Access and Retention Rates of Youth in Foster Care: An Analysis of the Impact of 22 State Tuition Waiver Programs

Youth in foster care face educational disparities in terms of college access, retention, and graduation. To address this, 22 states have implemented tuition waiver programs targeting current and former foster youth. A comparative analysis was conducted of all 22 programs implemented since 2014. Similarities include student eligibility based on youth’s age upon foster care entry, university admission and time in care requirements. Differences include type of expenses covered, time limits on use, program oversight, and funding availability. No differences were found based on political party control, gubernatorial power, and state population composition. Recommendations for policy and practice reform are offered.     

The impact of family assets and debt on college graduation

This study examines the influence of family financial assets and debt, both measured during the time of youth's college enrollment, on the chances of college graduation. Data come from the National Longitudinal Survey of Youth. Results from analyses controlling for a number of student, parental, and institutional characteristics indicate that family assets are positively related to the chances of college graduation among White and Black students; family debt is negatively associated with the odds of college graduation among Black students, but neither family assets nor family debt is related to the chances of college graduation among Hispanic students. Overall, results indicate that family assets and debt explain a small portion of racial/ethnic gaps in college graduation. Policy implications are considered.     

Teaching Note—CASA Volunteerism: Preparing MSW Students for Public Child Welfare Practice

In an effort to reform public child welfare systems across the nation, Title IV-E child welfare training programs were established over 2 decades ago. Participating students typically engage in a customized educational experience as part of their MSW program that prepares them to work in the field of child welfare upon graduation. This article describes an initiative taking place in one MSW program where students are encouraged to serve as a Court Appointed Special Advocate (CASA), paired with an individual child or youth in foster care. The purpose is to offer students a deeper understanding of the lived experiences of children in care. Information relating to program design and student perspectives on the experience are presented.     

政府购买居家养老服务的探索与发展——以济南市历下区为例

基于济南市历下区购买居家养老服务的实践,探讨了社区居家养老服务的时代背景,重点分析了历下区政府购买居家养老服务的运作模式,研究结果表明,在我国养老压力日益严峻的情况下,要完善政府购买居家养老服务模式,必须积极推进社区居家养老服务产业的发展;加大政策扶持力度,加强资金引导;培育社会组织,提高养老服务品质;实现政府购买居家养老服务的标准化运作,只有这样才能缓解养老压力,提高老年人生活质量,推动养老服务事业的发展。     

Home for now: A mixed-methods evaluation of a short-term housing support program for homeless families

The use of short-term rental subsidy vouchers offers a new approach to addressing the housing needs of families facing homelessness. In Massachusetts, the Family Home pilot program placed homeless families in housing instead of shelter, providing two years of rental subsidy plus support services with the goal of enabling families to maintain market rate housing. This mixed-method case study complements staff and participant interview data with participant survey and administrative data to evaluate the implementation and short-term outcomes of Family Home in one region. Data point to improved family well-being in housing but also persistent barriers to achieving longer-term housing and economic stability. Of the families who had exited the program at the end of the study, one quarter were able to retain their housing at market rate, only 9% returned to shelter, and one in five moved in with families/friends. Lack of affordable housing in a high rental cost region and jobs that pay living wages were among the major reasons that families struggled to maintain housing. This research points to the need for integrating supportive services from the program's start, including targeted workforce development, to plan for the end of the short-term rental subsidy.     

MULTIFACETED AID FOR LOW‐INCOME STUDENTS AND COLLEGE OUTCOMES: EVIDENCE FROM NORTH CAROLINA

We study the evolution of a campus‐based aid program for low‐income students that began with grant‐heavy financial aid and later added a suite of nonfinancial supports. We find little to no evidence that program eligibility during the early years (2004–2006), in which students received additional institutional grant aid and few nonfinancial supports, improved postsecondary progress, performance, or completion. In contrast, program‐eligible students in more recent cohorts (2007–2010), when the program supplemented grant‐heavy aid with an array of nonfinancial supports, were more likely to meet credit accumulation benchmarks toward timely graduation and earned higher grade point averages than their barely ineligible counterparts. (JEL I21, I23, I24, J08)     

The role of housing in the transition process of youth and young adults: a twenty-year perspective

Lighthouse Youth Services in Cincinnati, Ohio, began placing foster youth, ages sixteen to eighteen, in individual apartments and other living arrangements in 1981 as a way of preparing them for life after foster care. The program has assisted over thirteen hundred youth and their children using scattered-site apartments, shared homes, roommate situations, host homes, and subsidized housing. The agency works with referring agencies to develop a transition plan one youth at a time and allows youth to move along a continuum of housing options depending on their level of functioning and behavior. Aftercare services assist youth for years after they leave custody. This chapter includes some case studies and summarizes the author's observations from running the program for the past twenty years.     

“At times I kinda felt I was in an institution”: Supportive housing for transition age youth and young adults

Housing stability is essential for young adult development. Older youth and young adults transitioning from public systems of care, such as foster care, the public mental health system and residential settings, commonly experience high levels of transience and housing instability. In recent years, supportive housing policies and programs have emerged to address this situation, yet we know little about whether (or not) new programs are meeting the needs of youth in transition, and, if so, how they are addressing the unique developmental, social, and emotional needs of this population. This study is one of the first to speak directly with young adults living in a supportive housing program designed specifically for youth transitioning out of children's systems of care. Study participants spoke about both their overall transition experience and their views on the housing program where they reside. The study conducted four focus groups (N = 26) with transitioning youth and young adults, ages 18 to 25 (Mean age = 22), in order to explore the following three broad research questions: 1) what is it like to make the transition to adulthood from public children's systems of care?; 2) how does the supportive housing model they reside in shape their transition experiences?; and, 3) how do they experience the services and staff who are part of the program? Data analysis included grounded theory coding techniques and constant comparison with four coders. Results suggest that participants feel like they continue to be treated as children, and they receive mixed messages regarding their need to be increasingly autonomous, yet follow the rules. Finally, they reported specific aspects of what they found to be helpful in both staff relationships and overall program components. These themes constitute the results of the study. Findings underscore the importance of both listening directly to service users, and developing young adult supportive housing programming expressly designed to meet the unique needs of marginalized young adults transitioning to increased independence and self-sufficiency.     

A systematic review of interventions to improve post-secondary educational outcomes among foster care alumni

In their transition to adulthood, youth who have aged out of foster care struggle in a variety of areas. One area of concern is achieving success in post-secondary education. In response, universities and community colleges around the country offer support programs for these youth, in order to assist them in gaining a college education. The purpose of this study was to utilize a systematic review process to uncover the current status of what is known about campus support programs for foster care alumni in two areas—student views of their program experiences and outcomes of interventions to improve post-secondary educational success. We adapted the Participants, Interventions, Comparison groups, Outcomes, and Study designs (PICOS) model in conducting the systematic review. A search of six electronic databases and other gray literature sources yielded seven articles. Results revealed valuable insight from students regarding the ways in which program implementation was beneficial, and highlighted important strategies future programs should consider. Further, findings of outcome studies are favorable. However, additional outcome evaluations are needed in order to validate and confirm their impact.     

Increasing college access for youth aging out of foster care: Evaluation of a summer camp program for foster youth transitioning from high school to college

Young people who transition from the foster care system face many challenges including lack of support and other educational barriers. They are less likely to graduate from high school than their counterparts and go on to college yet despite challenges, many succeed and take advantage of higher education programs.In Michigan, a state with one of the highest percentage of youth in foster care, Michigan State University developed a small scale, targeted intervention to help transitioning foster youth achieve their goals of pursuing higher education. Led by the School of Social Work in collaboration with other colleges and disciplines, it was demonstrated that a campus based learning program for transitioning foster youth can help contribute toward a perceived increase in knowledge and information about college life, funding and admissions procedures. The educational process involved peer support, role modeling, mentoring and active learning sessions led by the faculty and students who were often foster care alumni themselves. Leaders and speakers came from a range of disciplines, institutions and organizations. This approach and curriculum contributed to perceptions of the camp as enhancing life skills, self-concept, empowerment and sense of purpose. Consequently, this program contributed to the resilience of those who attended and potentially helped build steps from care to higher education.     

The Impact of Living in Co-ed Resident Halls on Risk-taking Among College Students

Abstract

Objective: Although previous research has suggested that college housing impacts student behavior and outcomes, recent research linking college housing to risk-taking has been limited. In this study, we investigate if patterns of risk behavior differ based on the type of college housing environment students reside in. Participants: This study utilizes 510 college students living in on-campus college housing. Methods: Students were recruited from 5 college sites across the United States. Participants responded to survey items online that measured current risk-taking behaviors such as binge drinking and sexual activity. Results: After controlling for an assortment of demographic and psychological variables, results indicated that students living in co-ed housing were more likely than students living in gender-specific housing to binge drink and consume alcohol, have more permissive sexual attitudes, and have more recent sexual partners. Conclusions: On-campus housing environments impact college student risk behaviors. Implications are discussed in light of the decline of in loco parentis on most college campuses.     

Providing Employment Assistance to Students: The Role of Social Work Education

Abstract

This paper reports the results of a national survey of 130 graduate and undergraduate social work programs that was designed to learn what schools are doing to help students locate and secure employment after graduation. Less than half (43%) of the responding schools indicated that they have a formal program of employment assistance services. Size of student enrollment and size of faculty were the only factors that differentiated schools that offer employment assistance services from those that do not. The study's implications for social work education are discussed, and an employment assistance program model is presented.     

Homelessness and aging out of foster care: A national comparison of child welfare-involved adolescents

The present study represents the first large-scale, prospective comparison to test whether aging out of foster care contributes to homelessness risk in emerging adulthood. A nationally representative sample of adolescents investigated by the child welfare system in 2008 to 2009 from the second cohort of the National Survey of Child and Adolescent Well-being Study (NSCAW II) reported experiences of housing problems at 18- and 36-month follow-ups. Latent class analyses identified subtypes of housing problems, including literal homelessness, housing instability, and stable housing. Regressions predicted subgroup membership based on aging out experiences, receipt of foster care services, and youth and county characteristics. Youth who reunified after out-of-home placement in adolescence exhibited the lowest probability of literal homelessness, while youth who aged out experienced similar rates of literal homelessness as youth investigated by child welfare but never placed out of home. No differences existed between groups on prevalence of unstable housing. Exposure to independent living services and extended foster care did not relate with homelessness prevention. Findings emphasize the developmental importance of families in promoting housing stability in the transition to adulthood, while questioning child welfare current focus on preparing foster youth to live.     

Post-adoption service need and access: Differences between international,kinship and non-kinship foster care

Post-adoption services are important to bolster a family's commitment to their adopted children, thus avoiding potential problems following adoption finalization. It is vitally important to assess post-adoption services in an effort to ensure families are provided with effective supports for successful family functioning. Few investigators have assessed service needs and access according to adoptive family type. This study focuses on international, foster care kin and foster care non-kin adoption types. Utilizing the National Survey of Adoptive Parents, this research investigated twelve post-adoption services. Two comparisons were made with respect to whether, according to the adoptive parents, post-adoption services were received or not received: 1) international and foster care non-kin adoptive families; and 2) foster care kin and foster non-kin adoptive families. International non-kin families were more likely to indicate they discussed post-adoption services than foster care non-kin families, particularly among those who were white, had adopted boys, had no other children in the home, and whose socio-economic background was lower. When comparing foster care non-kin families with kinship families, non-kin families tended to receive more desired services than kinship families, with kinship families indicating less need for services. Policy efforts and program design need to focus on reaching out to families and developing effective post-adoption services based on the expressed needs of families.     

Transitioning youth: Policies and outcomes

The primary policies and outcome studies regarding youth transitioning from foster care and young adults who have aged out of foster care over the past quarter of a century are reviewed. Although several policies have increased services and funding for this population, overall, their outcomes have not significantly improved. In terms of educational achievement, employment, and well-being, many continue to fare poorly in young adulthood. Further policies and practice improvements may need to be implemented. The population of youth transitioning has far outpaced the funding available, state and program eligibility requirements may be eliminating the most vulnerable from services, in many states there is an inadequate provision of basic needs such as housing and healthcare, the expectations of self-sufficiency for this population now exceed societal norms, and the restrictions and placement instability associated with many older adolescents in care may be in contrast to their developmental needs. In order to more fully address the needs of youth transitioning from foster care, child welfare policies and practices may need to focus more attention on the relational and social development of youth while in foster care. Furthermore, during young adulthood, policies and practices may need to provide greater safety nets and resources to this population.     

Academic resilience and caring adults: The experiences of former foster youth

As a result of being removed from their homes and moving between different placements and schools, foster youth can experience high levels of stress and challenges as they struggle to cope with such extreme emotional turbulence. The experience of trauma and instability in turn, can have consequences on foster students' academic progress. As it is seemingly uncommon for foster youth to matriculate to postsecondary education, this study examines how successful foster youth transitioned out of care and furthered their education at an academically rigorous institution. From high-achieving former foster students, this study uncovers their experiences while in out-of-home care that helped them enroll in a university, including how adult supporters provided guidance, emotional support, and stability, which allowed students to move out of their negative past experiences. Adults' willingness to assist youth and be a part of their lives provided students with a transformative academic and social emotional environment, furthering their ability to persist through high school and gain acceptance to a top-tier university.     

Foster child health care supervision policy

Foster children represent a high-risk group for physical, emotional, and social health problems, yet few federal or state policies explicitly address foster child health. This article reviews foster child health and the legal background for policy, then discusses components of a comprehensive health care supervision program.     

The self-defined experience of secular foster-care services for ultra-religious women in Israel: Using phenomenology to create cultural sensitive services

This paper qualitatively explores how foster parents from a religious minority group – more specifically foster parents from the Jewish ultra-orthodox sector in Israel experience the act of fostering through secular welfare services. Central themes that the women raised include religious spiritual beliefs as enhancing positive meaning of the act of foster care: Ambivalence of other women in the community because of fostering through external state services: The husband and religious leader as a central support due to the spiritual meanings of foster care. The central themes in terms of the secular services were their role as a protective financial base for creating a clear contract concerning the foster care as compared to informal fostering within the community and a culturally sanctioned exposure to psychological concepts and secular childcare practices. Lack of understanding of the secular welfare services of the importance of each group within their community was also stated as a challenge. Overall, the findings reveal the complex ways that these ultra-religious women from a very closed community negotiate and integrate resources from within their community and from the secular foster services outside of their community. Implications for creating culturally adapted secular foster services for Ultra-orthodox Jewish women are discussed, as are the methodological implications of exploring phenomenological experience of minority groups of foster care services as a base for culturally sensitive understanding, is discussed.     

Readiness for college engagement among students who have aged out of foster care

This study compares self-reported readiness to engage in college between a sample of 81 college freshmen who aged out of foster care prior to or while attending a large four-year public university and the national freshman population. Results indicate that students from foster care are significantly different from their non-foster-care peers in their readiness to engage in college. The results also show that foster youth are less well prepared academically upon entering college and this performance gap persists through the first semester of college. These findings are examined in the context of the current literature on foster youth. Limitations of the study and implications for future research and practice are discussed.