Dissertation/Thesis Abstract

Foster youth in higher education: A qualitative study of factors supporting success
by Hattick, Alexandra S., M.S.W., California State University, Long Beach, 2015, 74; 1589620
Abstract (Summary)

Foster youth face barriers unmatched by their non-foster peers, particularly in the arena of academic achievement. Although a majority (84%) of foster youth report aspirations of attending higher education, only 5% graduate by age 22 or 23, compared to non-foster youth in the same age group, who graduate at a rate of 30% (Courtney et al., 2010; Courtney, Terao, & Bost, 2004). The current study describes factors from the perspective of 13 foster care alumni that supported them in the process of gaining acceptance to college and graduating. Supportive factors and resilience theories provided the framework that guided the research. Utilizing a grounded theory approach, foster care alumni who completed at least a 2- or 4-year degree were interviewed. Five common themes were identified in narratives of these individuals: exposure to validating environments, availability of pre-college informational and appraisal supports, motivating factors, and the presence of expectation.

Indexing (document details)
Advisor: Brocato, Jo
Commitee: Potts, Marilyn, Ranney, Molly
School: California State University, Long Beach
Department: Social Work
School Location: United States -- California
Source: MAI 54/05M(E), Masters Abstracts International
Subjects: Social work, Psychology
Keywords: College, Foster youth, Qualitative, Resilience, Social support, Transitional age youth
Publication Number: 1589620
ISBN: 978-1-321-77595-2
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