Perceived value of a campus-based college support program by students who aged out of foster care |
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| Institution: | 1. Center for Fostering Success, Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, MI 49008-5354, United States;2. Center for Fostering Success, Western Michigan University, United States;3. Seita Scholars Program, Center for Fostering Success, Western Michigan University, United States;4. Training Specialist, Center for Fostering Success, Western Michigan University, United States;1. Department of Sociology, Center for the Study of Crime and Justice, Colorado State University, United States;2. Colorado Division of Youth Services, United States;1. Department of Human Development, Washington State University, 14204 Salmon Creek Ave., Vancouver, WA 98686-9600, USA;2. Social Development Research Group, School of Social Work, University of Washington, 9725 3rd Ave. NE, Suite 401, Seattle, WA 98115, USA;1. Financial Planning, Housing and Consumer Economics, University of Georgia, 213 Dawson Hall, 305 Sanford Drive, Athens 30602, GA, United States;2. J.W. Fanning Institute for Leadership Development, University of Georgia, 1240 S. Lumpkin Street, Athens 30602-3552, GA, United States |
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| Abstract: | 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. |
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