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.     

Foster youth and drug use: Exploring risk and protective factors

Substance use and misuse experiences of foster youth remain an under-researched area. Given that early use of drugs is said to be a common factor among 90% of those who develop substance misuse problems in their lifetime, this is an important area of academic study (Dennis, White, & Ives, 2009). By drawing upon primary empirical data from a mixed-methods study, this paper addresses an important gap in the literature and seeks to provide an improved understanding of foster youth, drug use and vulnerability. A total of 261 foster youth, who had exited care, contributed to a quantitative survey, and a further 35 provided qualitative narratives of their lived experience. Key risk factors including experience of homelessness, school exclusion and living setting are identified as strong influences that predict high levels of drug use among foster youth. Targeted social support and interventions in the form of pre-leaving care in the context of a strong practitioner/youth relationship are suggested to help ameliorate poor outcomes to obviate the problem of substance misuse among foster youth.     

The Role of Social Support in the Transition From Foster Care to Emerging Adulthood

Many youth leave foster care with disrupted relationships with their family and others in their social networks. Previous research has documented the severe adversity that former foster youth face in the transition to young adulthood. Perhaps some difficulties are at least partially related to a lack of social support that results from frayed relationships. This article reviews the literature on social support, particularly as it relates to foster youth, for the purpose of examining the role that formal and informal supports play in the transition to adulthood. The implications of this literature for successful transitions for former foster youth are discussed, as well as ways child welfare workers can engage youth and their families, and help them develop supportive social networks.     

The voices of youth formerly in foster care: Perspectives on educational attainment gaps

As a population, youth who experience foster care graduate from high school at rates well below their non-foster care peers (National Working Group for Foster Care & Education, 2014). A Consensual Qualitative Research (CQR) study was conducted to better understand the perspective of former foster youth on the graduation gap and their experience in school. Analysis of focus group data revealed one overarching domain, emotional consequences, as well as seven additional domains that related to youths' experiences surrounding their educational attainment: resilience, basic needs, internalized messages about education, educational stability, consequences of school mobility, fastest or easiest positive exit from K-12, and recommendations from youth. This research highlights the challenges faced by 16 former foster youth, their perspectives regarding the need to raise expectations, and their suggestions for closing the educational attainment gap.     

Supporting collegiate foster youth and alumni: A mixed-method planning approach for higher education

Despite the proliferation, of on-campus academic support programs for foster youth and alumni (e.g., those formerly in foster care), few conceptual frameworks for developing these programs exist. This study employed Group Concept Mapping (GCM) methodology to delineate a conceptual framework, from the perspective of foster youth and alumni (N = 51), for the development of on-campus support initiatives. GCM is an integrated mixed-method research method that uses non-metric multidimensional scaling and hierarchical cluster analyses, to analyze qualitative data (e.g., statement form) collected during brainstorming sessions. This research was guided by two separate queries: (1) How do foster youth/alumni conceptualize support programs to support foster youth/alumni through to degree completion; and, (2) Is there a difference in priority areas of this conceptualization between current college students, and those who have dropped out of college within the last 18 months? Analyses revealed that participants conceptualized on-campus support programs via an eight-cluster solution, including Campus Awareness, Advocacy, Data Tracking, Pre-College Supports, Fostering Family Connections, Academic Financing, Campus Life, and Peer/Mentor Supports clusters. Additionally, analyses revealed significant priority ratings between areas of this conceptualization. In terms of Importance to academic success, current students rated statements in the Academic Financing and Peer/Mentor Supports clusters significantly lower than did non-students. For Feasibility, current students viewed statements in the Data Tracking, Campus Life, and Peer/Mentor Supports clusters as significantly more feasible than non-students. Pragmatic implications derived from these findings include fostering inclusive campus environments for foster youth/alumni and advocacy undertakings by institutions, on behalf of this population.     

The Family and Social Networks of Recently Discharged Foster Youth

Many youth leave foster care with disrupted relationships with family and others in their social networks. Previous research has documented the severe adversity that former foster youth face in the transition to young adulthood. Some of these difficulties are at least partially related to a lack of social support that results from frayed relationships. The purpose of this research was to examine the role that social support plays in the transition to adulthood. It was hypothesized that foster youth with higher levels of social support would make more successful adaptations to early adulthood than youth without that support. Ninety-seven former foster youth were followed for 2 years. Youth reported low levels of “feeling close to parents,” but higher levels of “closeness” were expressed for other relatives. Findings were mixed. Organizational involvement and having many “close” friends were associated with better outcomes. On the other hand, family contact and family support was inversely associated with resiliency. The implications of these findings are discussed.     

Perceived value of a campus-based college support program by students who aged out of foster care

The purpose of this study is to evaluate core components of one college support program at a midwest university from the perspective of student users who have aged out of foster care and to assess the perception of these supports in the context of the program's college graduation rate. Ninety-five students enrolled in the program completed a 44-question survey to evaluate the program's services. Student perceived value of these services is presented along with graduation rates for students from the program. The findings confirm the importance of financial aid, housing, and adult guidance for this population in successfully graduating from college. While the 30% graduation rate for students from the program far exceeds the national average for degree completion of students with a background in foster care, it is below the rate for a comparable first-generation student population at the university. We conclude that while key components of a college support program like financial aid, housing, and trained adult staff guidance are necessary in supporting students with a background in foster care attain postsecondary success, they are not sufficient to adequately explain graduation rates.     

Strategies for fostering basic psychological needs support in high quality youth leadership programs

Youth leadership programming has become an increasingly common context to foster basic psychological needs and promote youth development. The purpose of this qualitative study was to explore strategies involved in fostering youth needs support within six leadership programs. Two leaders and 30 youth participated in semi-structured interviews to better understand the strategies used to foster needs support. Findings revealed that leaders were able to foster a sense of relatedness among youth through building trusting adult-youth relationships and nurturing an inclusive environment. Maximizing choice and negotiating youth voice helped to foster youth’s autonomy. Finally, creating a task-oriented climate and providing intentional opportunities for skill-building helped to foster youth’s competence. Findings suggest that training for leaders is critical in understanding what, and how strategies should be employed to help foster youth needs support in leadership programming. Limitations and future directions are outlined.     

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.     

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.     

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.     

The Guardian Professions Program: Developing an advanced degree mentoring program for California's foster care alumni

Higher education continues to be an elusive social space for too many children and youth in the United States foster care system. Yet a four-year pilot project in California has demonstrated that former foster youth can surmount the detrimental effects of childhood adversity to complete their undergraduate degrees and, with additional preparation, advance to graduate degree programs. Building on the success of campus support programs throughout the state, the Guardian Professions Program (GPP) at the University of California Davis employed a research and implementation framework based on Participatory Action Research (PAR) and made use of surveys, qualitative interviews and ethnographic data to develop the model. In this article the authors describe and analyze the GPP, an initiative that pioneered the use of online technology to assist seventy-four former foster youth successfully gain a level of educational success that is not often associated with this demographic. Not all children and youth who are involved in the child welfare system will have the interest or determination to pursue a university education and undertake an advanced degree. However, services and academic assistance for those students who have the aptitude can promote higher education as a path to achievement and self-sufficiency.     

Designing a campus support program for foster care alumni: Preliminary evidence for a strengths framework

Campus support programs for foster care alumni (FCA) have emerged in an attempt to improve higher education outcomes for former foster youth. However, these programs have little empirical or theoretical literature to guide their development. We present a case study of a newly developed campus support program for FCA which utilizes a strengths perspective. We analyze quantitative and qualitative data collected before and during the first two years of program operation to explore whether a strengths perspective can be successfully applied to the unique needs of FCA in higher education. Results reveal that the strengths perspective has potential and identifies three areas in which this approach appears to effectively intersect with challenges faced by FCA, a) promoting positive identities as survivors, b) respecting autonomy, and c) mobilizing assets of resilience, perseverance, and community. We discuss the benefits and challenges of helping students address these issues. Our findings also reveal that the strengths perspective is not redundant with traditional higher education retention models, and in the three areas identified, is diametrically opposed to the students' previous experiences with the foster care system.     

Receipt of help acquiring life skills and predictors of help receipt among current and former foster youth

US law has long recognized the need to help prepare foster youth for the transition to adulthood and states receive funds specifically intended to provide their foster youth with independent living services. Nevertheless, little attention has been paid to whether foster youth in fact receive the services states are supposed to provide using federal funds. This study uses data from the Midwest Evaluation of the Adult Functioning of Former Foster Youth to describe the kinds of help foster youth receive in making the transition to adulthood and the factors associated with help receipt. Study findings call for a redoubling of efforts to provide foster youth with the assistance called for in federal law, provide support for the extension of foster care through age 21 in the interest of ensuring that such assistance is provided, highlight the need to involve foster parents more actively in providing youth with life skills training, and call into question whether current efforts to assist foster youth in acquiring independent living skills are well targeted.     

Evaluation of a multi-site program designed to strengthen relational bonds for siblings separated by foster care

Sibling relationships in foster care settings have received increased attention in recent years. Despite growing evidence regarding the protective potential of sibling relationships for youth in care, some sibling groups continue to experience foster care related separation, and few programs exist to address the needs of these youth.This study describes and evaluates Camp To Belong, a multi-site program designed to provide short-term reunification to separated sibling groups through a week-long summer camp experience. Using a pre-test post-test survey design, this paper examines changes in youth ratings of sibling conflict and sibling support across camps located in six geographically distinct regions of the United States. The effects of youth age, number of prior camp exposures, and camp location were tested using multilevel modeling procedures.Findings suggest that participation in Camp To Belong may reduce sibling conflict, and improvements in sibling support are noted for youth who have had prior exposure to the camp’s programming. Camp-level variance in the sibling support outcome highlight the complex nature of relationships for siblings separated by foster care, and suggest the need for additional research. Lessons learned from this multi-site evaluation and future directions are discussed.     

A cost–benefit analysis of transitional services for emancipating foster youth

Over 24,000 youth “aged out” of the nation's foster care system in FY 2005. While independent living programs and other services are available to foster youth, and almost all states allow dependency courts to retain jurisdiction of foster youth beyond age 18, outcomes for former foster youth are disturbing. This paper describes a program to address these challenges by providing extended foster care benefits and support to former foster youth from their 18th to 23rd birthdays. A detailed cost–benefit methodology documents expected costs and key benefits of the program. According to this cost–benefit analysis, a program providing funding and guardian support for former foster youth is projected to result in net benefits to the State of California over the 40-year careers of participating former foster youth. The program, if successful for all youth, would increase lifetime earnings and taxes paid due to increased education and would lower use of TANF and prison, resulting in a benefit–cost ratio of 1.5 to 1, using discounted present value dollars. Even at 75% success, the ratio is 1.2 to 1, showing a net benefit to society. This methodology can also be used to assess the costs and benefits of similar programs.     

Conceptualizing on-campus support programs for collegiate foster youth and alumni: A plan for action

Increasingly, post-secondary education institutions are implementing supplemental support programs to assist foster youth and alumni (i.e., those formerly in foster care) matriculating into higher education. Despite the promise of these academic support programs in helping young people achieve their educational goals, the empirical educational research literature related to these support programs is nominal. This study employed Concept Mapping (CM) with a convenience sample of 51 foster youth/alumni in one southeastern state to explicate a conceptual framework for the development of campus supports for collegiate foster youth/alumni, and examine priority areas (e.g., importance and feasibility). CM is a mixed-method research approach that employs non-metric multidimensional scaling and hierarchical cluster analyses to analyze qualitative data. As a result, visual representations of the data are computed. The final cluster map yielded an eight cluster solution: Campus Awareness, Advocacy, Data Tracking, Pre-College Supports, Fostering Family Connections, Academic Financing, Campus Life, and Peer/Mentor Supports. Foster youth/alumni in this study perceived the Pre-College Supports cluster as most feasible, while the Advocacy cluster was rated at the least feasible. The Academic Financing cluster was rated as the most important; the Campus Life cluster was rated as the least important. After a review of pertinent literature, this paper explicates CM methodology as applied to the current study, reports results, and discusses lessons learned as they apply to child welfare research and practice.     

Sexual health programming for vulnerable youth: Improving knowledge,attitudes, and behaviors

PurposeAmong girls in foster care, 48% become pregnant at least once by age 19 (Dworsky & Courtney, 2010). Youth in or at-risk for foster care (YFC) report limited knowledge about, access to, and use of condoms; ambivalent attitudes towards teen parenting; and participation in other risky behaviors. For the current study, we adapted and supplemented an evidence-based sexual health program called SiHLE, using a systematic adaptation framework (ADAPT-ITT, Wingood & DiClemete, 2008), to address the unique and targeted needs of youth living in a temporary shelter due to lack of housing. Youth in this study were either in foster care and awaiting placement, or having serious family problems and were at-risk of entering the foster care system.MethodsThirty-six youth participated in SiHLE-YFC during their stay at a temporary shelter. Four 90-minute sessions focused on increasing sexual health knowledge, improving attitudes towards and self-efficacy of condom use, and developing core skills such as problem-solving and communication.ResultsAs hypothesized, youth showed high satisfaction with the intervention and significant improvement in sexual health knowledge from pre to post. At one-month follow-up, youth continued to show significant improvement in sexual health knowledge, along with a significant reduction in risky sexual behaviors. Though not significant, there were moderate effect sizes for changes in attitudes towards teen pregnancy and condoms. There were no changes in attitudes towards teen parenting.ConclusionTaken together, findings suggest that sexual health education directly targeting the unique needs of YFC may improve sexual health knowledge and behavior, and are discussed in the context of challenges associated with intervention and research with this population.     

“I don't know where I would be right now if it wasn't for them”: Emancipated foster care youth and their important non-parental adults

Research has identified the benefits of having non-parental adults for older youth in foster care, but less is known about the characteristics of these relationships, as well as the processes that support the foster youth as they transition from care to independence. The present study included a diverse group of 99 young adults, who recently emancipated from care in a major U.S. city. These young adults reported having a very important non-parental adult (VIP) and 63 of these VIPs were also included in this study. The youth participated in a two-hour in-person interview followed by a survey, and the VIPs underwent a phone interview; all of these interviews were later transcribed and qualitatively coded using thematic analysis. Overall, this study aimed to: 1) identify the characteristics of these VIPs, and 2) elucidate how the VIPs support youth during the transition from care. Prominent characteristics of the youth and VIP relationship identified in this study include the relationship being “parent-like”, respectful, and reciprocal with regards to communication. Moreover, it was found that both the youth and the VIPs viewed these relationships to be important in reducing negative outcomes for the youth. These results call for the foster care system to take steps in helping foster care youth find and build relationships with the non-parental adults in their lives — VIPs can serve as important sources of support to aid foster youth in their adaptation to young adulthood.     

“It's really overwhelming”: Parent and service provider perspectives of parents aging out of foster care

Rates of pregnancy and parenthood among current and former foster youth are two to three times higher than non-foster youth peers. Repeat pregnancies among young mothers aging out of foster care also occur at higher rates than peers not involved with the child welfare system. Furthermore, mothers aging out of foster care demonstrate high levels of parenting stress and risk for child maltreatment. Indeed, this population is in significant need of help; however, beyond anecdotal evidence, little is known about the needs and day-to day experiences of this population. In order to tailor interventions to meet the needs of parents aging out, the perspectives of stakeholders must be taken into account. Using qualitative data gathered from separate small group interviews with parents aging out and service providers, this study examined participants' perceptions of parents' daily experiences, strengths, and needs. Findings indicated that parents aging out face overwhelming adversity and stress with little outside financial, emotional, or parenting support from family or friends. Yet, parents also expressed motivation to be good parents, resilience, and the desire to gain effective parenting skills. Although similar themes arose among parent and provider interviews, perceptions differed. Parents expressed hope and optimism in providing for their children while providers expressed systemic failure in preparing parents for independent living. Based on these findings, we conclude that parenting interventions specific to parents aging out may need to address three fundamental and key components: basic needs, social support, and effective parenting techniques.