Introduction

Increasing the success rate of current and former foster youth in their pursuit of a college

degree is a topic that has captured the interest of many researchers and institutions. To gain a

better understanding to guide my own research, I conducted a search for, “foster youth in

college” articles in the NAU Cline Library online databases which resulted in a plethora of

options to use as points of reference. There are several recurring themes in research done on the

barriers foster youth experience in the higher education sphere such as financial and housing

instability, a lack of social connection and support, and continued difficulty with emotional and

mental health due to trauma experienced before entering the foster care system and trauma

experienced due to living within the foster care system (Dworsky & Perez, 2009; Hallet,

Westland, and Mo, 2018; Kirk, Lewis, Nilsen, and Colvin, 2011; Okpych & Courtney, 2018;

Skobba, Meyers, and Tiller, 2018; Smith, 2017). These barriers contribute significantly to a

student’s ability to be successful in college (Dworsky & Perez, 2009; Hallet et al., 2018; Kirk et

al., 2011; Okpych & Courtney, 2018; Skobba et al., 2018; Smith, 2017).

The barriers these students face don’t take root as they enter college, rather they are

artifacts from their childhood and cumulative experiences before legal adulthood and can present

unsurmountable obstacles in navigating the systems of higher education (Dworsky & Perez,

2009; Hallet et al., 2018; Kirk et al., 2011; Okpych & Courtney, 2018; Skobba et al., 2018;

Smith, 2017). While youth in foster care express aspirations of attending college in the future,

many also express a lower expectation that the goal of a college degree is realistic for them (Kirk

et al., 2011). There are many potential explanations for this low self-expectation ranging from

the lack of parental involvement and support to the frequency of which many foster youth

experience transitions to new schools and homes (Kirk et al., 2011).

 College support programs designed to support youth that have experienced the foster care

system vary from institution to institution in many ways including application process for

students to be enrolled in such programming, supports available to students, and ways in which

these supports are facilitated and received (Dworsky & Perez, 2009). Positive feedback resulting

in program evaluations are an indicator that regardless of the specifics of the operational

structure of these campus programs, students engaged in their services most often find them

helpful (Dworsky & Perez, 2009; Skobba et al., 2018; Smith, 2017). A truly proven method of

supporting these students has yet to be identified, however, the establishment of supportive

services that are specifically designed to support students that are currently or formerly part of

the foster care system has a positive impact on the students it’s meant to serve (Dworsky &

Perez, 2009; Skobba et al., 2018; Smith, 2017).

There are financial supports in place to assist youth in and recently out of foster care pay

for college in many states, however, the need for additional funding to help students meet their

basic needs of shelter, food, and transportation is alarmingly high (Dworsky & Perez, 2009;

Hallet et al., 2018; Smith, 2017). Financial insecurity was found to be an overwhelming barrier

for many of these students, even for those receiving funding for being enrolled in college

(Dworsky & Perez, 2009; Hallet et al., 2018; Smith, 2017). In considering Maslow’s Hierarchy

of Needs, the low persistence and completion rate in higher education for these students seems

like common sense (Hallet et al., 2018). It’s reasonable to assume when a student is concerned

about where their next meal will come from or where they will sleep that night, their ability to

focus on class work is significantly lowered.

Social supports are invaluable to anyone in college, hence the existence of numerous

socially based groups on campuses across the country. The dynamics for social supports on
campus for foster youth are more complicated than for their peers for a variety of reasons (Hallet

et al., 2018; Kirk et al., 2011; Okpych & Courtney, 2018; Skobba et al., 2018; Smith, 2017).

Students going to college for the first time that are coming directly from foster care typically are

not used to having any autonomy within their daily lives. The shock of having to move from

having no autonomy or voice within their daily lives to complete autonomy is difficult to

navigate effectively and quickly (Smith, 2017). While living within the foster care system, there

are often numerous required and voluntary supports that are present for the youth, however, in

many instances those supports drastically change or disappear altogether once a youth turns

eighteen years of age (Smith, 2017). This can lead to feelings of forced independence and that

efforts for interdependence and services advertised as supportive are fleeting (Smith, 2017;

Skobba et al., 2018).

Recommendations for supporting foster youth at the college level range significantly. A

common theme within the existing research is that support programs on campus do make a

positive impact for these students (Dworsky & Perez, 2009; Skobba et al., 2018; Smith, 2017).

Having supports when you arrive at college is important in persisting and achieving a degree

(Dworsky & Perez, 2009; Hallet et al., 2018; Kirk et al., 2011; Okpych & Courtney, 2018;

Skobba et al., 2018; Smith, 2017), however, with the increased access to financial aid and other

support programs available on campuses, it’s easy to conclude that the number of foster youth

being told of these supports and being recruited to college will increase. Accurate information

and college preparatory conversations need to occur at much younger ages with these youth in a

way that acknowledges that this information will most likely not be reinforced by parents or

guardians of foster youth as is the case with many of their non-foster care peers (Kirk et al.,

2011; Okpych & Courtney, 2018; Smith, 2017).

References

Dworsky, & Pérez. (2010). Helping former foster youth graduate from college through campus

support programs. Children and Youth Services Review, 32(2), 255-263.

Hallett, Ronald E., Westland, Melinda A., & Mo, Elaine. (2018). A Trauma-Informed Care

Approach to Supporting Foster Youth in Community College. New Directions for

Community Colleges, 2018(181), 49-58.

Kirk, C., Lewis, R., Nilsen, C., & Colvin, D. (2013). Foster Care and College: The Educational

Aspirations and Expectations of Youth in the Foster Care System. Youth & Society,

45(3), 307-323.

Okpych, & Courtney. (2018). The role of avoidant attachment on college persistence and

completion among youth in foster care. Children and Youth Services Review, 90, 106-

117.

Skobba, Meyers, & Tiller. (2018). Getting by and getting ahead: Social capital and transition to

college among homeless and foster youth. Children and Youth Services Review, 94, 198-

206.

Smith, M. G. (2017). Assessing and addressing the needs of former foster youth in a college

setting (Order No. 10261737). Available from ProQuest Dissertations & Theses Global.

(1886482015). Retrieved from

http://search.proquest.com.libproxy.nau.edu/docview/1886482015?accountid=12706
 Name of Study & Sample Methods Findings
Citation
Assessing and 8 college students at Action Research: Appreciative What can a college do to meet the
Addressing the needs a 4-year university Inquiry. Students were emailed by needs of former foster
of Former Foster in the Southwest Office of Diversity and Inclusion youth and support them in their
Youth in a College receiving the Foster informing them about the study. pursuit of an undergraduate
Setting Care Tuition Students had the ability to opt in by degree?
Waiver. 46 students contacting the researcher. Each 1. What are the needs of foster
Smith, M. G. (2017). total receive this participant met one on one with the youth pursuing an undergraduate
Assessing and waiver. 8 is 17% of researcher to answer open ended degree?
addressing the needs the foster care questions. Focus group gathered in Financial, social support,
of former foster youth population here. Zoom and answered open ended emotional
in a college setting Snowball technique questions. Interviews and focus group 2. What supports are already
(Order No. used at the end of were recorded and field notes taken; present?
10261737). Available each interview. both were transcribed. Common Concrete, Informal, University,
from ProQuest Also held a focus themes were identified through and Lack.
Dissertations & group of alumni. analysis. 3. What supports are still needed?
Theses Global. Social support, financial support
(1886482015).
Retrieved from
http://search.proquest.
com.libproxy.nau.edu/
docview/
1886482015?
accountid=12706
Getting by and getting Study flyer emailed In person one-to-one interviews to Most had been homeless at least
ahead: Social capital out through support gather biographical info since the age once since age 14.
and transition to contacts for of 15. Also asked about strategies for Most felt education is important.
college among homeless and/or meeting basic needs, educational Educational experiences themes:
homeless and foster foster youth. youth history, and perceptions of and plans school is an escape from home
youth did an online to attend college. 3 month and 9 and daily life, academic success
screening month follow up interviews to learn gave them a new identity.
Skobba, Meyers, & determining of changes. 3 month interview Many had social networks
Tiller. (2018). Getting eligibility. 34 covered student engagement, social encouraging and helping them-
by and getting ahead: participants support, and material hardship. 9 less than their peers though. Most
Social capital and completed 1st month interview was to gather input participants had an advocate or
transition to college interview, one was on educational policy changes and mentor in high school to help
among homeless and not included in final students' them get to college.
foster youth. Children results due to age plans for the future. Interviews were Those that attended colleges with
and Youth Services difference. 33 recorded & transcribed. support programs claimed they
Review, 94, 198-206. interviews used. helped keep them enrolled &
progressing.
Many received added support
from professors for classes but
struggled a lot with the huge
workload.
Many said friends/peers made a
positive difference.
The role of avoidant A representative Analyses were conducted on data a statistically significant
attachment on college sample (n = 732) of collected by the Midwest Evaluation relationship was found between
persistence and 17-year-olds who of the Adult Functioning of Former avoidant attachment and
completion among were in foster care Foster Youth (Midwest Study) persistence. Higher avoidant
youth in foster care for at least one year (Courtney, Terao, & Bost, 2004)- attachment significantly
in Illinois, comprehensive longitudinal study of decreased the expected odds of
Okpych, & Courtney. Wisconsin, or Iowa older adolescents in foster care. There earning a degree in all models.
(2018). The role of in 2002-2003. Of was a baseline interview and 4 Social support mediated the
avoidant attachment these, 331 subsequent interviews. The main relationship between avoidant
on college persistence participants data outcomes, college persistence and attachment and persistence and
and completion was analyzed- these completion, come from National also mediated the association
among youth in foster indicated they had Student Clearinghouse (NSC) records between avoidant attachment and
care. Children and completed high obtained in May 2015, degree completion. Participation
Youth Services school by the time when participants were 29/30 years in college preparatory activities
Review, 90, 106-117. they enrolled in old. significantly predicted the odds of
college. 277 of College persistence was measured by entering college but was unrelated
these were students’ completion of their first 3 to both college persistence and
identified as fall/spring semesters. college completion. youth who
enrolled in college 6 College completion was measured by experienced more maltreatment
or more years degree attainment status within 6 and relational instability had
before NSC data years of first enrolling in higher ed. higher levels of avoidant
was collected. Avoidant attachment scale (measured attachment at age 17/18. Foster
in the 1st wave of responses) was youth higher in avoidant
created using items from Experiences attachment may present with a
in Close Relationships-Revised constellation of behavioral health
(ECR-R) Instrument – 11 of the 18 difficulties that could interfere
items identifying avoidant attachment with their college success. It was
were administered to youth. Used a 7- observed that youth high in
point response set ranging from avoidant attachment were lower
“Strongly disagree” to “Strongly in their levels of perceived
agree” social support before and after
Social support was measured all 5 entering college, and these social
times using the Medical Outcomes support differences explained
Study’s Social Support Survey- and some of the relationship between
18 item instrument. avoidant attachment and college
persistence and completion.
Helping former foster Administrators from 45-60 minute phone interviews with Challenges faced by programs:
youth graduate from each of the 10 each administrator- recorded and Identifying and recruiting
college through campus support transcribed. Asked about: program students, ability of students to
campus support programs for foster goals & target population, handle college-level work, high
programs youth in California characteristics of participants, referral level of support needs of this
and Washington sources and recruitment, eligibility population, long-term financial
Dworsky, & Pérez. that were fully and the application process, provision sustainability.
(2010). Helping implemented as of of services and supports, funding,
former foster youth the 2006-07 staff qualifications, stakeholder Participation reasons: prospect of
graduate from college academic year. partnerships and program monitoring. more financial aid, help achieving
through campus Interviews were analyzed to educational goals, share
support programs. 98 students from 8 categorize programs and identify community.
Children and Youth of these programs common themes.
Services Review, completed an online Most participants appreciated the
32(2), 255-263. survey- received Online survey of 98 students asking program and didn’t make many
$25 incentive about experiences and perceptions of suggestions for improvement.
payment for doing the programs. Asked reasons for Having someone to turn to was
so. applying, types of supports they had important.
received, importance of those
supports to their academic success, Had a sense of isolation and
recommendations for improving the worried about having a stable
program, and ways in which the place to live.
program may have helped them cope
with the transition to college.
A Trauma‐Informed 7 foster youth (2 18 semi-structured interviews Participants identified 3 aspects
Care Approach to were interviewed conducted lasting 40-100 minutes- that impacted how they thought
Supporting Foster twice); 8 recorded, transcribed, and uploaded about themselves as students and
Youth in Community stakeholders into Dedoose data management their ability to persist.
College interviewed (1 system. 1. Residential instability and
interviewed twice). homelessness
Hallett, Ronald E., Document review materials: Annual 2. Abuse & neglect
Westland, Melinda state community college foster youth 3.Social network disruption and
A., & Mo, Elaine. programming meeting, PCCC (Port fragmentation
(2018). A Trauma- City Community college) financial
Informed Care aid department, transfer center,Equal Themes in needed supports:
Approach to Opportunity Program and Services, 1. Additional financial aid
Supporting Foster local county foster parent trauma- support
Youth in Community informed training materials. 2. Collaboration between
College. New educational and housing supports
Directions for Constant comparative analysis used to 3. Creating campus space and
Community Colleges, compare data across participants and tools
2018(181), 49-58. data types to form categories and 4.Considering triggers- mostly in
themes. class
5. Access to counseling
Foster Care and 1,377 students from KKGU student survey and school Foster youth reported
College: The the Kansas Kids @ transcripts. Only surveys that were significantly lower aspirations
Educational GEAR UP matched to demographic data were and expectations.
Aspirations and Program- 895 were used. Surveys were administered at
Expectations of Youth in foster care. the GEAR UP office and/or at each Academic self-perception and
in the Foster Care Program is for low- school using the mrInterview online parental support were key factors
System income students, survey tool. Those students that in predicting both aspirations and
foster youth are completed paper surveys, had data expectations. Foster youth scored
Kirk, C., Lewis, R., given preference. entered online by KKGU staff. All much lower.
Nilsen, C., & Colvin, data imported into SPSS Windows 18
D. (2013). Foster Care for analysis. School transcripts were Many of the students that
and College: The entered into a separate database. demonstrated low expectation,
Educational -2 independent samples t-tests were also stated affordability was a
Aspirations and used to compare differences in factor; this did not impact
Expectations of Youth aspirations and expectations. aspirations though.
in the Foster Care -2 sequential multiple regression
System. Youth & analyses were planned to predict
Society, 45(3), 307- aspirations and expectations from
323. parental, school, academic, and
demographic factors.
-Comparisons of key predictors
of aspirations and expectations were
conducted using independent
samples t-tests with Bonferoni
corrections.

Part B

Completing an internet search to learn more about how to support students that have

experienced the foster care system, I would search the following: “foster care youth in college,”

“overcoming barriers to college success for foster youth,” and “evaluations of college support

programs for foster youth.” I would first use the websites I am already familiar with as reputable

sources for reliable information and/or those that I know have conducted research on the topic.

After conducting the search, many of the top results were from websites I would consider

trustworthy such as: Higher Education Today, Pew Trusts, Foster Care to Success, National

Foster Youth Institute, the National Association of Student Financial Aid Administrators,

California College Pathways, and the Annie E. Casey Foundation. I have previous experience in

searching for information related to this topic for my current job and therefore have had the

ability to previously learn not only what to search for when looking for reputable information,

but also those organizations that are sources of reliable information for use in my current work.

One thing I would potentially do differently, time permitting, is to search more specifically for

studies comparing student persistence and completion outcomes between different campus-based

support programs.