From Foster Care to College: Perceptions of Young Adults on Their Academic Success
From Foster Care to College-
Perceptions of Young Adults on Their Academic Success
Steve J. Rios, Ed.D.
Florida Atlantic University, USA
Abstract: Perceptions of college students, all former foster youth, regarding influences that impacted their academic attainment are described. Themes involve external interactions and internal influences, including a newly identified set of internal characteristics, “success strengths,” that promote college attainment. The Foster Youth Academic Achievement Model is introduced.
During an era when even underprivileged young adults in the United States are obtaining higher levels of education, young people who grow up in foster care – 24-hour-a-day care away from abusive homes of origin – lag behind their peers in high school and GED graduation rates (Merdinger, Hines, Osterling, & Wyatt, 2005). Each year, more than 20,000 18-year-olds leave foster care to take their place in society, often ill-equipped and ill-prepared for their adult lives (Christian, 2003). Recent studies regarding the educational deficits among foster children have documented the problem well, but have offered little insight into how successful young adults who grew up in foster care were able to reach their post-secondary goals. (Finkelstein, Wamsley, & Miranda, 2002; Hochman, Hochman, & Miller, 2004). Professional development and adult education initiatives, based on the perceptions of young adults who grew up in foster care and have obtained college, should play a central role in improving college attainment rates among these young adult learners.
Research Findings This section presents themes and concepts that emerged from the analysis conducted by Dr. Rios in the development of his doctoral dissertation. Two themes emerged during the inductive analysis of the data: (a) academic barriers, and (b) academic supports.
Academic Barriers Academic barriers are obstacles that limit academic achievement or attainment of
Perceptions of Young Adults on Their Academic Success
Steve J. Rios, Ed.D.
Florida Atlantic University, USA
Abstract: Perceptions of college students, all former foster youth, regarding influences that impacted their academic attainment are described. Themes involve external interactions and internal influences, including a newly identified set of internal characteristics, “success strengths,” that promote college attainment. The Foster Youth Academic Achievement Model is introduced.
During an era when even underprivileged young adults in the United States are obtaining higher levels of education, young people who grow up in foster care – 24-hour-a-day care away from abusive homes of origin – lag behind their peers in high school and GED graduation rates (Merdinger, Hines, Osterling, & Wyatt, 2005). Each year, more than 20,000 18-year-olds leave foster care to take their place in society, often ill-equipped and ill-prepared for their adult lives (Christian, 2003). Recent studies regarding the educational deficits among foster children have documented the problem well, but have offered little insight into how successful young adults who grew up in foster care were able to reach their post-secondary goals. (Finkelstein, Wamsley, & Miranda, 2002; Hochman, Hochman, & Miller, 2004). Professional development and adult education initiatives, based on the perceptions of young adults who grew up in foster care and have obtained college, should play a central role in improving college attainment rates among these young adult learners.
Research Findings This section presents themes and concepts that emerged from the analysis conducted by Dr. Rios in the development of his doctoral dissertation. Two themes emerged during the inductive analysis of the data: (a) academic barriers, and (b) academic supports.
Academic Barriers Academic barriers are obstacles that limit academic achievement or attainment of