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First year experiences contributing to foster youth higher education attainment
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First year experiences contributing to foster youth higher education attainment
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Running head: FOSTER YOUTH HIGHER EDUCATION ATTAINMENT
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First Year Experiences
Contributing to Foster Youth Higher Education Attainment
Grace Castillo Johnson
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A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
Doctor of Education
December 2016
2016 Grace Castillo Johnson
FOSTER YOUTH HIGHER EDUCATION ATTAINMENT
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Acknowledgements
I dedicate this research to the 312 former foster youth I have had the pleasure of knowing
over the past decade. My intent was to capture the authentic experiences of foster youth resulting
in evidence based data that can be used to support the expansion of foster youth campus support
programs to include the social and emotional support foster youth are seeking. Your desire and
pursuit of higher education has inspired me personally to complete this dissertation with the
intent to implore a call to action to improve educational outcomes for foster youth throughout the
nation. I also dedicate this dissertation to my son, Warren William Castillo Johnson who has
embraced the foster youth experiences he has been a part of since a very young age and who has
shared my passion in a very significant way. I hope I have modeled for you the importance of
serving others as one of the most important purposes of our human existence.
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Table of Contents
Abstract 6
Chapter I: Overview of the Study 7
Background of the Problem 7
Experience in the K-12 Educational System 7
Experience in Higher Education 9
Experience Transitioning to Adulthood 11
Statement of the Problem 12
Purpose of the Study 12
Research Questions 13
Theoretical Perspectives Relative to Foster Youth Success 14
Significance of the Study 14
Definition of Terms 16
Organization of the Study 17
Chapter II: Literature Review 18
The Impact of Resiliency on Foster Youth Pursuing Higher Education 18
The Effects of Mentor Relationships on Foster Youth 20
Structured adult mentor relationships 21
Non-structured adult mentor relationships 22
Peer mentor relationships 24
The Impact of Student Involvement and Social Capital on Foster Youth 26
Level of Student Involvement on College Campuses 27
Developing Critical Faculty and Staff Relationships 27
Cognitive frame biases 28
Campus Support Programs 30
Traditional support centers for underrepresented students 30
Campus support programs for foster youth 30
Foster youth familial social support programs 31
Bio-ecological Theory of Human Development Applied to Foster Youth 33
Summary 35
Chapter III: Research Methodology 37
Research Questions 38
Mixed Method Research 38
Qualitative Research 38
Quantitative Research 39
Sample and Population 40
Instrumentation 41
Data Collection and Interview Protocols 42
Research Question One 43
Research Question Two 46
Research Question Three 47
Data Analysis Preparation 48
Ethical Consideration 48
Study Limitations 49
Chapter IV: Results of Data Analysis 50
Research Question One 52
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Qualitative Analysis 52
Connection to campus community 52
Foster youth campus support programs 53
Familial support 56
Quantitative Analysis 57
Research Question Two 59
Qualitative Analysis 59
Resiliency 60
Positive social communication 60
Quantitative Analysis 61
Research Question Three 62
Lack of Connections to Campus Community 63
The Lived First-year Experiences of Aisha (Participant A) 63
The Lived First-year Experiences of Brenda (Participant B) 64
The Lived First-year Experiences of Cameron (Participant C) 65
The Lived First-year Experiences of Damian (Participant D) 65
The Lived First-year Experiences of Ethan (Participant E) 66
Lack of Emotional Support 67
The Lived First-year Experiences of Aisha (Participant A) 67
The Lived First-year Experiences of Brenda (Participant B) 68
The Lived First-year Experiences of Cameron (Participant C) 68
Quantitative Analysis 69
Chapter V: Discussion of Findings 72
Research Question One 72
Research Question Two 73
Research Question Three 74
Participant Authentic Experience Key Finding 75
Limitations 76
Implications to Practice 76
The Need for Qualitative Research 76
Higher Education Administrator Implications for Practice 77
Foster youth campus support program expansion 77
Purposeful mentoring practices 77
Innovative counseling practices 77
Technological advances 78
Recommendations for Future Research 79
Conclusion 80
References 82
Appendix A: Foster Care Alumni in Higher Education Informed Consent Form 93
Appendix B: Qualitative Research Questions 96
Appendix C: Quantitative Research Questions 98
Appendix D: Research Questions and Interview Grid 106
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List of Tables
Table 1: Participant Ethnicity 51
Table 2: Foster Youth Campus Support Program Participation 54
Table 3: Perceptions of Foster Youth Participating in Campus Support Programs 59
Table 4: Participant Academic Grades 70
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Abstract
This study includes the integration of four theoretical frameworks contributing to the success
foster youth experience when pursuing higher education. Student Involvement Theory, Social
Capital Theory, Resiliency Theory are all interwoven as the research is applied to the Bio-
Ecological Theory of Human Development which is essential for conceptualizing relationships
over time. The purpose of this study is to explore the first year experiences of foster youth
pursuing higher education and their perceptions about how personal connections, social networks
and social capital supported their persistence. Hence, how does social support networks affect
the first-year experiences of foster youth admitted to four-year institutions, is the overarching
research question of this study. A mixed methodology was utilized analyzing data, which is part
of Hogan’s Foster Youth in Higher Education Study conducted in 2012. This longitudinal study
included quantitative data and qualitative interviews related to first-year experiences. The sample
population included 30 students who had a history of participation in the foster care system. The
analysis of this research provides insight in understanding how student needs pertaining to
connectivity and relationship development align with support services being offered and their
impact. Findings revealed that a total of 25 (83%) participants persisted to year two and five
(17%) did not persist to year two. This study may be influential in minimizing the educational
achievement gap for foster youth as current research is rare where the focus is on the personal
experiences of foster youth and their ability to access social and emotional support in higher
education.
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CHAPTER I: OVERVIEW OF THE STUDY
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Foster youth lack critical resources, which negatively affects many aspects of their
outcomes extending beyond emancipation from the social welfare system. The majority of foster
youth reach adulthood lacking adequate academic preparation, social skills development and
career preparation to sustain themselves (Courtney, 2009; Courtney, Dworsky, Lee & Rapp,
2010; Davis, 2006; Day, A., Dworsky, A., Fogarty, K., & Damashek, A., 2011; Dworsky, 2008;
Emerson, 2006; McMillen & Tucker, 1999; Pecora, Williams, Kessler, Downs, O’Brien, Hiripi
& Morello, 2003). As a result, a foster youth remaining dependent on social service programs
throughout their adult life continues to be the norm for a large percentage of foster youth
(Courtney, et al., 2010; Courtney, Lee, & Perez, 2011; Wolanin, 2005).
Background of the Problem
Foster youth in this nation experience disparity on a daily basis. Close to 400,000
children are identified as part of the foster care system in the United States at any one time
(Unrau, Seita, & Putney, 2008). This equates to a large percentage of children who have
experienced physical abuse, sexual abuse and emotional abuse or in some cases abandonment,
which resulted in their removal from their homes of origin (Stott, 2012; Vacca, 2008). Being part
of the foster care system is a unique experience that does not always provide consistency for
children. Instead of receiving a stable home environment, many youth experience multiple
placements (California College Pathways National Foster Care Data, 2012).
Experience in the K-12 Educational System
Foster youth are challenged right from the start as they enter the school system also
experiencing multiple school placements (California College Pathways National Foster Care
Data, 2012). In their first year entering foster care, 75% of youth will change schools at least
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once (Frerer, Sosenko & Henke, 2013). Therefore, foster youth do not perform as well as non-
foster youth peers in the K-12 school system (Merdinger, Hines, Osterling & Wyatt, 2005;
Wolanin, 2005). Comparisons indicate 10% of foster youth attend three or more schools
throughout childhood and adolescence, as opposed to 1% of students from similar low socio-
economic backgrounds (Barrat & Berliner, 2013).
Because they experience multiple disruptions at home before entering foster care as well
as once in the system, foster youth lack an environment that would be conducive to focusing
their attention on academics. Home and school disturbances have long lasting effects on children
as patterns of academic performance can be correlated to middle school experiences (EdSource,
2013). These links signify that students being successful in middle school have a tendency to do
well in high school. The same would be true for students who start to show deficiencies in
subjects such as math and English or in truancy during middle school, as continuing those same
patterns in high school (EdSource, 2013). What adds to this disparity is that youth in foster care
once in the system tend to be enrolled in the lowest performing schools within each district
(Barrat & Berliner, 2013; Smithgall, Jarpe-Ratner & Walker, 2010). Still adding to the
complexity is that with every change in school placement, a foster youth tends to fall further
behind (Smithgall et al., 2010). By the time a foster youth reaches high school, in many cases
their academic fate has been sealed.
Vacca (2008) concludes the ability to graduate high school continues to be difficult for
foster youth as they lack continuity in their educational experience with teachers and advisors.
He explains the challenge is foster youth often have to move from one home placement to
another during the school year when classes are in session. This causes breaks in their class
instruction requiring adjustments to different teachers, courses, school rules and expectations.
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Also these students are exposed to several academic advisors who will be unfamiliar with their
social welfare system history, background and ability (Vacca, 2008). As a result, retention for
foster youth enrolled in high school continues to be significantly below their peers (Merdinger et
al., 2005; Wolanin, 2005). Even if one evaluates receiving a GED verses graduating with a high
school diploma, foster youth still fall below their peers (Merdinger et al., 2005, Wolanin, 2005).
Despite the barriers foster youth face, it is estimated 50% graduate high school (Wolanin,
2005). A great disparity exists however between the amount of foster youth who graduate high
school and those who are admitted to college even when evaluating those who meet college
eligibility requirements (Wolanin, 2005).
Experience in Higher Education
Foster youth are less likely to attend college than their peers who were not in foster care
(Brandford & English, 2004; Wolanin, 2005). Barriers to persistence in higher education tend to
be the result of the multiple interruptions they have experienced throughout their childhood and
adolescence resulting in lack of preparation for college (Merdinger et al., 2005). Although only
10 to 20% of the foster youth population in the nation enrolls in college, 70 to 80% have a
distinct desire to attend college (Courtney, Piliavin, Grogan-Kaylor & Nesmith, 2001). This
suggests foster youth are motivated and understand the benefits received by obtaining a college
degree. Even with this desire, foster youth experience significant barriers keeping them from
college enrollment such as limited resources in preparing for college exams, understanding
required financial aid documentation and completing college applications (Courtney et al., 2010;
Wolanin, 2005).
Due to the multiple disruptions in home and school placements, foster youth have less
opportunities do develop social relationships (Day, Riebschleger, Dworsky, Damashek, &
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Forgarty, 2012). Social relationships are an important part of an adolescence learning and
development (Greenberg, Weisberg, O'Brien, Zins, Fredericks, Resnik, & Elias, 2003). Some
social relationships are formal and may be found within educational institutions such as with
faculty, advisors, mentors and campus support programs. And some social relationships are more
informal in nature such as with friends, neighbors, and various community members such as
athletic coaches and team leaders (Greenberg et al., 2003). Several scholars identify the lack of
one supportive relationship with an adult as one of the biggest barriers for a foster youth in
finishing high school and in applying for college (Day et al., 2012). This finding suggests that
one adult can make a significant impact on a foster youth completing and submitting college and
financial aid applications by required deadlines resulting in college admittance.
For foster youth who do enroll and are admitted into college successfully, the struggle
only begins at this point. The gap between foster youth and non-foster youth peers in middle
school continues when transitioning to high school, and then again, when transitioning to college
(EdSource, 2013). Once admitted, foster youth are challenged in sustaining academic college
requirements (Courtney et al., 2010). Even in comparison to other low-income underrepresented
groups, students from the foster care system are less likely to obtain a college degree (Courtney
et al., 2011; Davis, 2006; Day et al., 2011, Emerson, 2006; Pecora et al., 2003; Wolanin, 2005).
The first year of college can be especially challenging for foster youth who have limited
positive experiences transitioning to new schools and creating relationships in new
environments. Hence, the academic outcomes for foster youth sustaining their status as a college
student are bleak with only two to five percent graduating nationwide (The Child Welfare
League of America, 2011; Wolanin, 2005).
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Experience Transitioning to Adulthood
To further add to the complexity of this issue, in the last decade there has been increases
in the number of adolescents exiting the foster care system to emancipation rather than to a
permanent home (Pecora, Kessler, O'Brien, White, Williams, Hiripi & Herrick, 2006). There are
unique stressors foster youth experience through the emancipation process, trying to transition to
adulthood with only minimal guidance (Merdinger et al., 2005). Emancipation refers to the
process in which a youth in foster care is no longer considered a ward of the court or under its
legal jurisdiction. At emancipation, all social welfare and support services are eliminated
including basic living expenses such as for food and shelter, which for many foster youth, occurs
at age 18. Under these circumstances emancipated foster youth have a higher statistical
probability of becoming homeless and / or incarcerated then they do of becoming a college
graduate (Courtney et al., 2010, 2011; Wolanin, 2005). It has been substantiated that after exiting
the foster care system, approximately 64% of young men experience incarceration (Courtney et
al., 2011). And 60% of young women become pregnant by age 20 (Courtney, Dworsky, Cusick,
Havlicek, Perez, & Keller, 2007). And 24% of emancipated foster youth experience
homelessness (Courtney et al., 2010), adding to a cycle of continuous negative outcomes for
foster youth.
In summary, children who are part of the foster care system experience unique barriers
throughout their educational journey. One of these barriers includes the opportunity to develop
formal and informal social relationships within educational institutions as well as in the
community (Greenberg et al., 2003). As a result of the instability they experience with several
home and school placements, negative educational outcomes are perpetuated in higher education
(Barrat & Berliner, 2013; Frerer et al., 2013). Hence, the small percentage of foster youth who
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are admitted to college have limited resources toward successfully sustaining higher education
academic requirements and have less chance graduating with a college degree in comparison to
other underrepresented students. (Courtney et al., 2010; 2011; Davis, 2006; Day et al., 2011;
Emerson, 2006; Pecora et al., 2003; Wolanin, 2005).
Statement of the Problem
The plight foster youth face after exiting the foster care system without developing social
relationships or proper support systems to transition to adulthood is problematic. Without proper
support, a pipeline is created from the social service system to the prison system as nearly 70%
of all California State penitentiary inmates have been part of the foster care system at some time
in their lives (Courtney et al., 2010, 2011; Select Committee Hearing of the California
Legislator, as cited in The John Burton Foundation for Children without Homes, 2006; Wolanin,
2005). This statistic is daunting, providing a harsh reality of what many foster youth experience
with the current system in place. It also identifies a critical area of research worth examining in
order to ensure children from the foster care system are receiving adequate educational and the
social skills necessary to develop relationships and flourish as adults when they are no longer
wards of the court.
Purpose of the Study
Although many academic achievement reform factors include infusing academic support
during the freshman year, equally as important is the focus on the emotional issues pertaining to
relationships developed in college (Becker & Luthar, 2002; Brawer, 1996). The benefits accrued
by addressing both the social and emotional as well as the academic needs of disadvantaged
students is important in order to find solutions to improve overall persistence (Becker & Luthar,
2002; Tinto, 2006). Therefore examining the experiences of foster youth when they first arrive
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on a college campus and how they develop social relationships is an important focus of research
to consider toward improving educational outcomes for this unique population of students.
The small percentage of foster youth attending college have non-traditional needs which
are complex as they attempt to develop connections and create a social support network within
the college community. The purpose of this mixed-method study is to examine the freshman year
experiences of foster youth in college as it pertains to developing social relationships, creating
support networks and accessing social capital resources. This specific research focus and how it
impacts student success is a unique area of study to consider. Current research is rare where the
focus is on the personal experiences of foster youth and their ability to access social and
emotional support in higher education. This study may be influential in minimizing the
educational achievement gap for foster youth attending college.
Research Questions
This research study is aimed at answering the following overarching research question.
How do social support networks affect the first-year experience of foster youth students in
college? The following questions are aiming at these issues.
1) What perceptions do foster youth have regarding how their personal relationships and
social support networks have facilitated their transition to college?
2) What personal skills can foster youth utilize to develop a social support network?
3) What are the persistence characteristics of foster youth at four-year institutions after
completing their first year as a college student?
The educational focus of this research is to emphasize the importance of foster youth
developing critical relationships with peer and professional social networks on campus and how
this contributes to student success. Question one is important in understanding the complexity it
takes for a foster youth to form meaningful relationships considering the many disruptions they
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may have experienced in home and school placements as a dependent of the social welfare
system. Question two focuses on the perceived social skills foster youth require in order to be
successful in creating social capital so they can access the resources they need. Question three
will identify any connections that may exist between social relationships a foster youth
experiences and their level of academic achievement in terms of grade point average and
persistence.
Theoretical Perspectives Relative to Foster Youth Success
Several conceptual frameworks contribute to the success foster youth may experience
when pursuing a college degree. After examining the current research, four major frameworks
emerged having a profound influence on the personal and academic success of foster youth. This
includes a students’ level of participation on campus and the amount of social capital a student is
able to access, which is influenced by their overall level of resiliency when faced with challenges
and lastly, where they are at psychologically, in terms of their personal growth and human
development (Astin, 1984; Bronfenbrenner, 1977; Fry, 2002; Stanton-Salazar, 2011). These
theoretical frameworks will be discussed in detail as they are interwoven throughout the
literature naturally emerging through the research process.
Significance of the Study
It is important to understand how student needs pertaining to connectivity and social
relationships align with student support services being offered and how and if students access
these resources on a college campus. The performance need of focus is the creation of a unique
support system that facilitates a students’ ability to develop critical peer, staff and faculty
relationships. These relationships may serve in connecting students to the university as part of a
comprehensive social network that will positively impact their college experience. The need
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exists based on there being a higher dropout rate for underrepresented students, including foster
youth during their freshmen year (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Svanum &
Bigatti, 2009). With only a minute percentage of former foster youth graduating with a college
degree, the educational challenge of increasing retention for under-represented students relates to
a larger societal problem of foster youth having a higher chance of being incarcerated or
becoming homeless than they do of obtaining a college degree (Courtney et al., 2010; 2011;
Wolanin, 2005).
Completion of higher education can greatly influence a foster youth’s future. Foster
youth who can obtain a bachelor’s degree experiences more opportunities for higher paying
wages and stable employment (Okpych, 2012). In addition, salary earnings continue to increase
with educational attainment (U.S. Bureau of Labor Statistics, 2013). This holds particular
importance for youth exiting foster care that must attain self-sufficiency with little or no family
support (Okpych, 2012). Foster youth who become college graduates are more likely to be
employed in stable and meaningful jobs and much less likely to experience incarceration and
homelessness (Leone & Weinberg, 2010). Therefore, earning a college degree is one step
towards a foster youth becoming an independent, self-sufficient contributing member of society
verses continuing dependence on social welfare throughout their adult life. Over a life time the
difference in work life earnings for workers who graduated high school in comparison to workers
who graduated with a bachelor’s degree is one million dollars (U.S. Bureau of Labor Statistics,
2013).
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Definition of Terms
Bio-Ecological Theory of Human Development – A scientific study of human development
emphasizing the complexity that exists between an individual and the dynamic relationships they
develop within their environment (Bronfenbrenner, 1977).
Foster Youth Emancipation – A child reaches a majority according to state law by virtue of age
and exits the child welfare system most times not prepared to socially, economically and
psychologically support themselves (Blome, 1997).
High Impact Practices – Evidence based teaching and learning practices proven to increase rates
of student retention (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008).
Mentor – A caring non-family member adult who offers various types of support resulting in a
meaningful and critical relationship in a young person’s life (Rhodes & DuBois, 2006).
Resiliency Theory – The ability an individual possesses to persist and be successful despite being
exposed to unstable conditions (Fry, 2002).
Social Capital Theory – Adolescents gaining access to vital academic and social development
resources through non-family adult relationships embedded within social networks resulting in
student success (Stanton-Salazar, 1997, 2001, 2004; Tierney & Venegas, 2006).
Student Involvement Theory – A theory emphasizing the importance of student involvement on
campus having a direct positive affect on higher persistence and graduation rates (Astin, 1984).
Student Success – A student who persists each semester obtaining academic credit and
knowledge towards a bachelor’s degree as well as gaining out of classroom experiences that will
assist in shaping their identity, personal belief systems and adequately prepare them in becoming
career professionals who can socially thrive in any environment (Kuh, G. D., Cruce, T. M.,
Shoup, R., Kinzie, J., & Gonyea, R. M., 2008; Pritchard, M. E., & Wilson, G. S. 2003).
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Underrepresented Students – A student group with disproportionality low enrollment numbers
and graduation rates. Foster youth are considered an underrepresented population along with
other minority and disadvantaged student populations (Tinto, 1993, 2006).
Organization of the Study
The study will be organized into four sections. Chapter two will provide a comprehensive
review of the literature providing a portrait of social relationships that have been identified as
important for foster youth as well as the relationship support deficit many possess when they
arrive on college campuses. Chapter two will also include a comprehensive review of key
theoretical frameworks relevant to this unique population of students in having a positive impact
on student success. Chapter three will include a description of the methodology chosen for this
study describing who the participants are and how they were selected for the study. This chapter
will also discuss the process used to collect the data and how it was analyzed and transformed
into meaningful data. Research study limitations will be addressed as well as any possible ethical
concerns that were considered. Chapter four will include the findings resulting from the analysis
connecting to the integrated themes that emerged throughout the research process. Lastly,
chapter five will summarize the findings and examine implications that college administrators
and professional staff responsible for increasing retention and improving outcomes for foster
youth may consider. Further possible areas of research will also be explored.
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CHAPTER II: LITERATURE REVIEW
An emerging overarching theme of the literature revealed social and emotional support as
a critical factor in assisting foster youth transition successfully through the college experience.
The benefits gained by addressing both the social and emotional as well as academic needs of
disadvantaged students has a positive effect on improving persistence rates (Beck & Luthar,
2002; Tinto, 1993, 2006). Scholars agree the development of a relationship between a student
and their university is a key factor in obtaining student success (Beck & Luthar, 2002;
Bensimon, 2005, Rowley, 2003; Tinto, 1993, 2006). In particular, Rowley (2003) concludes
these relationships are critical and need to be maintained by various campus support services
offered to students, at different stages of their pursuit of higher education. He further explains
these relationships are fluid, and evolve and change based on where the student is at in their
persistence towards graduation.
The literature incorporates a comprehensive examination of research on foster youth
students as it pertains to their connectivity to others and the establishment of social relationships
and networks. Emerging themes of the literature linked to four major conceptual frameworks:
resiliency theory, student involvement theory, social capital theory and the bio-ecological theory
of human development.
The Impact of Resiliency on Foster Youth Pursuing Higher Education
Resiliency theory provides key insight in understanding how students persist on college
campuses (Fry, 2002). It is believed that resiliency increases, and positive growth occurs when
students have opportunities to experience belonging, independence and generosity (Brendtro &
Larson, 2004). In addition to it being important to evaluate how cognitive frames of resiliency
work for underrepresented students, it would also be important to evaluate how cognitive frames
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of resiliency work to understand why specifically some foster youth persist despite living in high
at-risk environments with constant exposure to unstable circumstances while others do not (Fry,
2002).
The level of resiliency one acquires or lacks is unique to the individual. While many
mistreated foster youth can show great strength and resiliency when faced with challenges and
difficult situations, others have limited abilities (Pecora et al., 2010). Some struggle substantially
and collapse emotionally when they experience stressful situations (Pecora et al., 2010). One
study examined variations in psychological distress outcomes for individuals who suddenly lose
access to multiple established social networks (Perry, 2006). Some types of foster care placement
provide stability and continuity while other foster care placements are known to experience high
employee turnover. Using data from telephone surveys with adolescents, the study compared the
primary relationships of youth in foster care and in the general population while exploring
relationships between psychological distress, levels of human network disruption and the
strength of connections within three domains, the biological family, foster care family and peer
networks. The findings indicate psychological distress caused by changes in the frequency or
elimination of certain human network interactions may be explained, in part, by the structure of
the relationship and the longevity of the network. How connected a youth feels to the existing
network of staff is not always a safeguard. It was found even if the human relationships with
staff or social workers are strong, the quantity and multiple occurrences of disruption weaken the
networks if they are repeated over a long period of time (Perry, 2006).
Another study focused on the development of resiliency by exploring factors associated
with academic success among former foster youth (Hines, Merdinger, & Wyatt, 2005). Using
data obtained from qualitative interviews, the results indicated that factors at the individual,
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family and community levels, and many encompassing more than one system at a time, were
integral in understanding developmental pathways for the foster youth population. Also, results
in one functional domain were not necessarily reflected in others (Hines et al., 2005). For
example, a student may be resilient when challenged with academic deadlines; however, he or
she may not be able to tap into resiliency skills when faced with resolution conflict issues
communicating with college roommates. Or a student may be resilient in managing his/her
monthly budget and is able to access financial assistance in the community when an emergency
arises. However, this same foster youth may not know how to utilize resiliency skills when
experiencing anxiety and is seeking psychological counseling services on campus.
In summary, resiliency theory provides an understanding regarding the foster youth
college experience and is considered a key factor in minority students persisting to graduation.
Hence, identifying the resiliency skills that foster youth possess provides valuable information to
improve outcomes for future foster youth pursuing higher education.
The Effects of Mentor Relationships on Foster Youth
Research also indicates that resiliency is positively correlated with students who are
exposed to mentors (Ahrens, et al., 2010; Greeson & Bowen, 2008; Spencer, 2007). Mentor
relationships involve caring and supportive interactions between an adult and a youth who are
usually not related to each other. Mentoring relationships promote social and emotional
wellbeing, which has been linked to positive self-concept, behavior and academic achievement
(Rhodes, Spencer, Keller, Liang & Noam, 2006). Mentors who use their relationships as
opportunities for emotional coaching may enhance the social competence of their mentee which
may empower a youth to expand their own personal networks and construct close connections to
others in their future (Rhodes et al., 2006). One key factor found in successful mentor
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relationships includes mentoring that accrues over a long period of time as the relationship
unfolds naturally (Munson & McMillen, 2009). Various at-risk youth populations including
foster youth have been identified as benefiting from mentoring programs (Mech, Pryde &
Rycraft, 1995). These mentoring relationships take on many forms, some of which are structured
and some of which are non-structured relationships.
Structured adult mentor relationships. One type of mentoring can be described as a
structured relationship that connects young people with caring adults who offer guidance and
support. In one study, interviews and focus groups were used to evaluate a programmatic
mentoring program known as “Advocates to Successful Transitions to Independence” (Osterling
& Hines, 2006). Qualitative findings identified youth who were connected to a mentor resulted in
increased advocacy skills and improved preparation for independent living, including completing
their education (Osterling & Hines, 2006). Although it is evident that foster youth benefit from
structured mentoring programs in general, the research revealed a natural process in developing
mentor/mentee relationships proved to be even more effective when working specifically with
foster youth. One reason is because studies on programmatic mentoring generally tend to focus
on short-term outcomes instead of the long-term benefits of relationships over time (Ahrens,
DuBois, Lozano & Richardson, 2010; Rhodes et al, 2006). Mentor relationships that progress
over a long period of time tend to be more successful as the relationships unfold naturally
(Greenen & Powers, 2007; Greeson & Bowen, 2008; Rhodes et al., 2006). One study identified
being able to trust a caring adult was critical is setting the foundation of a foster youths future
relationship development (Greenen & Powers, 2007). Interestingly these relationships have been
described as bi-directional and an inference has been made between it being easier for foster
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youth to develop other trusting relationships once the first one has been established (Greenen &
Powers, 2007).
Non-structured adult mentor relationships. There is a growing body of literature on
natural mentoring and former foster youth. Mentoring relationships that develop informally with
non-parental adults and foster youth who are already part of their lives may have greater
potential for positive outcomes (Ahrens, et al., 2010; Greeson & Bowen, 2008; Spencer, 2007).
Natural mentors can be teachers, friends of the family, professionals, coaches and other
community members. One study found that the most common natural mentors for foster youth
were identified as friends of family, staff at former residential placement sites and their
elementary, middle and high school teachers (Munson, Smalling, Spencer, Scott & Tracy, 2010).
Scholars agree natural mentoring positively influence successful outcomes for foster
youth as they transition to young adulthood (Ahrens, et al., 2010; Greeson & Bowen, 2008;
Greeson, Usher & Grinstein-Weiss, 2010; Munson, et. al., 2010; Munson & McMillen, 2009;
Osterling & Hines, 2006; Rhodes, et al., 2006). One research study focused on evaluating the
effects of naturally occurring mentoring relationships with youth in foster care comparing
improved young adult outcomes for foster youth with mentors as opposed to foster youth without
mentors (Ahrens, et al., 2010). In a longitudinal study of 7
th
to 12th graders, findings suggested
foster youth benefit from mentoring relationships and experienced positive outcomes in late
adolescents and early adulthood in various domains compared to foster youth who did not have a
mentor relationship (Ahrens, et al., 2010). One of the domains included education with increased
completion in high school and current enrollment in higher education (Ahrens, et al., 2010).
Other mentoring studies focused on relationships with older youth in foster care
evaluating the longevity of the relationship (Munson & McMillen, 2009). In one example, the
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majority of 339 participants perceived themselves as having relationships with caring adults
between the ages of 18 and 19 and one third reported those relationships lasted over time.
However the data also indicated 25% of the participants could not identify even one supportive
adult in their lives between the ages 18 or 19 (Munson & McMillen, 2009). This corroborates
prior research where foster youth identified the lack of one supportive adult in their lives, as one
of the biggest barriers in completing high school and applying for college (Day, et al., 2012).
Knowing natural mentoring has added benefits for foster youth is important. However, an
interesting consideration is where do foster youth meet mentors and what characteristics foster
youth are attracted to and consider valuable in the mentor / mentee relationship. Realistically,
foster youth have limited opportunities to meet mentors where relationships develop naturally.
One study examining the association between mentor characteristics and foster youth
transitioning to adulthood, found that nearly 100% of participants reported their natural mentor
still being important to them (Greeson, et al., 2010). In addition, 53% of the foster youth
identified finding their natural mentor through the school system. This study also identified that
on average, mentors filled more than one needed role for foster youth with 56% providing
guidance and advice, 56% providing emotional nurturance, and 13% providing practical help
(Greeson, et al., 2010).
Another study provided more specific details about the characteristics foster youth desire
from their mentor (Greeson & Bowen, 2008). In an exploratory study focusing on healthy
relationship experiences of older foster youth, findings included key critical relationship
characteristics foster youth deemed to be important: a) trust, b) love and caring, c) like a parent
and child, d) emotional support, e) informational support, f) appraisal support and g)
instrumental tangible support (Greeson & Bowen, 2008). Ultimately, many young adults from
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the foster care system, although reaching adulthood, still yearn for the type of nurturing and
loving relationships they lacked during their childhood. One qualitative study focusing on natural
mentoring relationships among 19 year olds, were asked to identify the kinds of supports the
relationship offered them that they perceived to be important (Munson et al., 2010). High
emphasis was placed on the mentor always being available emotionally even when the mentee
did or said something wrong. A desire to have a non-judgmental caring relationship with an adult
having unconditional qualities ranked as mattering most (Munson et al., 2010). The literature
also revealed a distinct link between mentoring relationships and improvements in youths’
perceptions of support of their peer relationships (Rhodes & Dubois, 2006; Rhodes et al., 2006).
Peer mentor relationships. Peer mentoring is gaining momentum as an important
relationship benefiting underrepresented students with low persistence rates as relationships with
fellow peers facilitates social integration leading to student success (Saenz, Marcoulides, Junn, &
Young, 1999). Promising practices have evolved in the field of education resulting in positive
outcomes termed high-impact practices with a key component identified as interactions with
peers (Kuh, 2007; Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). These practices include well-
designed orientations and first-year seminars, intrusive advising, redundant safety nets,
supplemental instruction, and learning communities infused with peer tutoring and mentoring
(Kuh, 2007). Many of these learning practices bring small groups of student peers together with
faculty or staff on a regular basis. This practice would specifically benefit foster youth as
previous research cited include foster youth being more likely to succeed when they have
opportunities to interact with peers who have similar previous experiences (Day et al., 2011). In
addition, peers who have had similar experiences such as being a foster youth, can play an
important role as students feel a strong sense of belonging and perform better academically when
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they have frequent interactions with other students like themselves (Ostrove & Long, 2007;
Rhodes et al., 2006). There is a sense of connection that exists with other students with similar
experiences to themselves, which can actually support a students’ academic success in a positive
way. One study that included peer interactions aimed at evaluating the connection between
college experience and academic performance used grade point averages as an indicator. The
study included underrepresented students enrolled in American institutions of higher education
in equity programs where students received special counseling, faculty and peer mentoring
(Saenz, et al., 1999; Tinto, 1993). Thirteen variables were selected as college experience
indicators that were integrated into questionnaires. Results identified a positive correlation
between educational equity programs and students’ perceptions of their experience based on
interaction with program staff and mentoring offered by a peer or faculty (Saenz, et al., 1999).
In summary student relationships established while attending college are important to
student success (Becker & Luther, 2002; Bensimon, 2005; Fry, 2002; Gerdes & Mallinkckrodt,
1994; Saenz et. al, 1999). Relationships facilitating these experiences include connections with
adults as well as with peers their own age that share similar past experiences. In support of
social-emotional development, evidence has been found identifying mentor relationships can
positively influence and modify youths other relations such as those with peers (Rhodes et al.,
2006). Also an important link exists between the literature on mentoring young adults and
resiliency theory, which also identifies the presence of a supportive non-parental adult in the
lives of youth as a proven method of supporting students in their success despite the challenges
they have faced in their past (Masten & Garmezy 1985; Werner 1995). The relationship between
a caring adult and a young person can be extremely impactful in providing positive young adult
outcomes for foster youth. The research identified that a foster youth being able to trust even just
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one caring adult was critical is setting the foundation of a foster youths future relationship
development (Greenen & Powers, 2007). Once this initial relationship has been established, it
becomes easier for foster youth to seek, initiate and develop trusting relationships with others
(Greenen & Powers, 2007). In addition, peer relationships and learning communities are
considered a promising practice in support of increased retention for underrepresented groups of
students (Kuh, 2007; Kuh, et al., 2008). Hence, understanding how these relationships are
established, and for whom they work, is critical to improving foster youth student success
(Rhodes & DuBois, 2006).
The Impact of Student Involvement and Social Capital on Foster Youth
The relationships students obtain with faculty and staff result in critical resources and
support necessary for the empowerment and success of underrepresented students, which is
known as social capital (Stanton-Salazar, 2011). Over time, these relationships can provide
various resources to students that not only include academic benefits but also include social
development and preparation for adulthood (Stanton-Salazar, 2011). This can be extremely
important for foster youth who lack adult support. It is believed accessing critical knowledge,
advice and opportunities to observe forms of modeling designed to promote effective
communication is required to sustain adult relationships and peer networks (Stanton-Salazar,
2011). The benefits are two fold as these tangible and non-tangible resources create key
connections for students and the relationships themselves provide observable modeling
opportunities so that students learn how to access the resources (Stanton-Salazar, 2011). This
modeling process is essential in order for a foster youth to access social capital as their
experience modeling positive adult interactions may be minimal based on their previous life
experience.
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Level of Student Involvement on College Campuses
An important theme of the literature linked to social capital theory was the impact
individual student involvement on campus has on overall student success. As a result, student
involvement theory is important to consider as an integrated major component of improving
academic outcomes and social development for foster youth attending college. Astin (1984)
emphasizes the importance of connectivity a student may have with the campus organization as
having a direct influence on their ability to persist. He describes involvement as the amount of
psychological and physical energy a student spends on academic activities. His research
indicates that a student who spends time on campus, is involved in student organizations,
participates actively in class and has frequent interactions with faculty and other students as
having higher persistence rates than a student who is not involved in these activities (Astin,
1984). Hence, the level of interactions foster youth have with faculty and staff can be extremely
beneficial to their college experience.
Developing Critical Faculty and Staff Relationships
Scholars agree student relationships established while attending college are critical to
their academic success (Becker & Luther, 2002; Bensimon, 2005; Fry, 2002; Gerdes &
Mallinckrodt, 1994). Hence, the level of approachability that faculty and support staff,
demonstrate to students on a regular basis, is critical in assisting youth reach out and build
relationships within their campus infrastructure (Bensimon, 2005). Relationships developed
between students and faculty must be authentic where the interaction between the two has
significant meaning motivating the faculty member to open up access to other resources
(Monkman, Ronald & Théramène, 2005). This is extremely important as knowing where
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resources are located on campus is a key step as foster youth must be able to access institutional
capital for it to be effective (Monkman, et al., 2005).
It has been established that the ability to access social capital is greatly influenced on
how well underrepresented students, such as those who participated in the foster care system
know how to initiate relationships with peers, professors, faculty and administrators (Bensimon,
2005). Bensimon (2005) emphasizes that individuals in institutional roles have the ability to
greatly influence whether students are successful or not through social capital. She states the
majority of college faculty and advisors do not necessarily view it as their obligation to assist
students through this process. And what further complicates this issue is that key institutional
members such as faculty, staff and advisors may have developed their own frames of biases
about students from under-represented populations such as foster youth.
Cognitive frame biases. Bensimon’s (2005) research on cognitive frame biases is
supported by evidence that institutional members are more comfortable continuing to view poor
academic outcomes for underrepresented groups as primarily the result of lack of initiative and
socialization on the part of the student. She states that dominant beliefs are derived from not only
this diversity cognitive frame but also a deficit-cognitive frame, where low expectations are the
primary belief of educators who complain about underrepresented students not taking advantage
of support services the institution makes available. It is believed that the solution to unequal
educational outcomes for underrepresented students is linked to a new technique that has been
identified as a best practice (Bensimon, 2005). Some of these best practices include the
formation of improved orientation programs, mentoring programs and freshmen seminars
(Brawer, 1996). As a result, she predicts if faculty members, staff, administrators and advisors
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embrace their role as institutional agents, student will feel encouraged to initiate and seek
opportunities to participate in campus social networks.
One study (Day, Dworsky, & Feng, 2013) revealed students from foster care are less
likely to have informal networks of social support to which they can access when problems arise
or they are feeling stressed are in crisis (Mendes & Moslehuddin, 2006; Mitchell & Trickett,
1980). The study suggests there are different social mechanisms within a university setting that
can help fill this void. Academic advisors and faculty members can assist by providing both
academic and social support to students who have been in foster care (McGillin, 2003). Access
to faculty and community mentors has been correlated with increased student persistence
(Haussmann, Schofield, & Woods, 2007). These findings connect to prior research hi-lighting
the importance of peers who have had similar life experiences, having an important role as
students feel a strong sense of belonging and perform better academically when they have
frequent interactions with other students like themselves (Ostrove & Long, 2007; Rhodes et al.,
2006).
Several scholars substantiate children in foster care are one of the most educationally
vulnerable populations of students (Courtney, 2009; Courtney et al., 2011; Davis, 2006; Day et
al., 2011; Dworsky, 2008; Dworsky et al., 2010; Emerson, 2006; McMillen & Tucker, 1999;
Pecora et al., 2003; Vacca, 2008; Zetlin & Weinberg, 2004). It is believed that investments in
education are the most effective way to decrease incarceration rates, poverty and unemployment
for this unique population of students (Noguera, 2002). The literature revealed that one impactful
solution has been the investment in campus support programs, especially those specifically
designed for foster youth.
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Campus Support Programs
Foster youth arrive on college campuses with very unique needs. Student services
personnel at most post-secondary institutions are not familiar with or prepared to assist young
people transitioning out of foster care (Dworsky & Perez, 2009; Emerson, 2006). One study
found foster youth are more likely to succeed when they have access to social support networks
and opportunities to interact with the college community including peers who have similar
previous experiences to reduce chances of dropping out of college (Day, et al., 2011). The study
examined administrative data from Michigan State University finding that former foster youth
are more likely to drop out of college at the end of their first year at a rate of 21% versus 13% for
other low-income first-generation students. As a result, most college campuses have designed
academic support services to assist first-generation underrepresented students succeed in their
transition to higher education.
Traditional support centers for underrepresented students. Academic support centers
for unique populations of students are a staple on college campuses. State colleges and
universities actively recruit students who have been admitted and who are on their campuses
from underrepresented populations to provide regular opportunities for them to interact with one
another such as through educational opportunity programs, tutoring centers and freshmen
programs in order to increase their odds of persisting through to graduation (Fletcher & Tienda,
2008). However, foster youth have life experiences and possess characteristics unique to their
underrepresented peers.
Campus support programs for foster youth. As a result of the unique foster youth
student profile, many college campuses have developed support programs specifically designed
to assist foster youth students. One study examined the implementation of campus support
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programs designed to provide financial, academic, and other types of supports to students who
had aged out of foster care (Dworsky & Perez, 2009). Information and data were collected from
program administrators and student participants residing in two different states. Telephone
interviews were conducted with 10 campus support program administrators that covered a
variety of domains. Students from 8 out of the 10 programs who participated completed web-
based survey that asked about their perceptions and experiences with the program. Findings
include campus support programs varying quite significantly from campus to campus (Dworsky
& Perez, 2009).
One statewide non-profit organization known as California College Pathways provides
many resources to the foster youth community (California College Pathways, 2015). Campus
foster youth support programs are characterized by several key program components; counseling
and education plans; personal guidance and mentoring, on-campus housing availability, year-
round housing availability; housing support services; financial aid assistance; supplemental
financial support; career advising; and summer bridge program availability (California College
Pathways, 2015). However, providing an actual space or environment to support foster youth
developing social relationships with faculty, staff and peers such as through a dedicated drop-in
support center is not identified as a key descriptive factor.
Foster youth familial social support centers. It is important to understand how student
needs pertaining to connectivity and social relationships align with support services being
offered on campuses. Several research studies referenced a sense of family as an important
indicator to students feeling connected to their campus and experiencing success.
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Scholars agree once emancipated from the system, foster youth are at risk of experiencing
negative outcomes across several life domains; two of which are education and family formation
(Courtney, 2009; Courtney et al. 2010; Dworsky, 2008; McMillen & Tucker, 1999).
One study examined the implementation of foster youth campus support programs by
collecting data from program staff and student participants (Dworsky & Perez, 2009). In addition
to identifying that campus programs vary greatly, another important finding is that although
administrators spoke at great length about the financial, housing, and academic supports their
programs provide, former foster youth emphasized the value of the less tangible benefits like the
sense of family they derived from being in the program (Dworsky & Perez, 2009).
Another study indicated that students who had been in foster care, may benefit from on-
campus support programs such as a family resource center (Merdinger et al., 2005). The findings
from this study clearly indicate a need for more campus-based support programs aimed at former
foster care youth. Although the majority of programs are funded through foundations and private
donors, scholars strongly believe federal and state resources should be used to promote the
development of campus support centers as well as their evaluation (Merdinger et al., 2005).
Another study gathered qualitative information about the experiences of youth in
transition out of foster care from their own perspectives (Greene & Powers, 2007). Data was
gathered from 10 focus groups comprised of a total of 88 participants, including youth currently
in foster care (19), foster care alumni (8), foster parents (21), child welfare professionals (20),
educational professionals (9), Independent Living Program staff (9) and other key professionals
(2). Two key findings include the importance of relationships and the sense of family.
The research indicates foster youth support centers that emulate a familial safe and
trusting environment, which provides students with an opportunity to develop natural mentor
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relationships with staff and build on peer relationships with students who share similar
backgrounds is an important need for foster youth (Price, 2008). Interviews were conducted with
the directors of several campus support programs as part of an effort to develop a management
information system to be used to track academic outcomes but also the social emotional support
services foster youth students receive. This study indicated that foster youth students have
difficulty trusting people (Price, 2008). Trusting relationships are typically established during
infant, child and adolescent human development (Santrock, 2013). Because foster youth lack
experience developing genuine trustful relationships this may be a foreign experience for them
that will take time in trusting environments on college campuses. Applying Bronfenbrenner’s
bio-ecological model of human development to a foster youth’s experience arriving on a college
campus as a freshman, may be an insightful lens to apply in understanding the various critical
social connections they need as they begin their stage of human development into young
adulthood as a college student.
Bio-ecological Theory of Human Development Applied to Foster Youth
Adolescence is a transitional stage of human development that involves biological, social,
and psychological changes in preparation for adulthood (Bronfenbrenner, 1977). The bio-
ecological theory of human development emphasizes the complexity that exists between an
individual and the dynamic relationships they develop over time with their current environment
at different stages (Bronfenbrenner, 1977). Although this theory is used to describe primarily the
development of social relationships prior to adulthood, it may also be extremely relevant to the
development stages a foster youth experiences at delayed stages of their life such as young adults
attending college. An important characteristic of the bio-ecological model is an evolving
theoretical system for the scientific study of human development over time (Bronfenbrenner,
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1977, 2005). Bronfenbrenner's theory consists of steadily larger groups of influence, ultimately
culminating with all the experiences of a child's entire lifetime (Bronfenbrenner, 1977, 2005).
For a foster youth, several life disruptions may impact their natural stages and connections to
others that typically develop during adolescence. Hence, as a result of this framework being
important for conceptualizing relationships over time, it can be applied to the relationship
development that occurs for a foster youth during their years attending a university. For some
foster youth students, this may be their first opportunity to develop relationships that last a
significant period of time.
Bronfenbrenner (1977, 2005) states the most immediate influence on the child's
development in known as their microsystem, which includes such factors as family, school,
religious institutions, neighbors and peers. His second system is described as two or more of
these microsystems interacting known as a human’s mesosystem. Some examples include
caregivers interacting with parents, parents or friends interacting with teachers and neighbors
interacting with parents. Bronfenbrenner’s (1977, 2005) third system describes the
environmental setting known as an individual’s exosystem. Although the child is not actively
involved in this system, she or he can be greatly influenced by it. One example for a foster youth,
would be entering the foster care system, when a parent dies or is incarcerated and there is no
second parent or extended family to care for the child. Bronfenbrenner’s fourth system serves in
defining the child’s culture including being part of a group with a common heritage, identity as
well as the political and social beliefs a child is exposed to as they develop. The last of
Bronfenbrenner’s (1977, 2005), system theory includes major life transitions, environmental
events and historical events that occur and develop over a period of time. He coined this system
chronosystems, where specific incidents tend to change or transition how the child interacts with
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all the rest over a chronological time period. For a foster youth this would include the long
lasting effects on a person who experiences unfamiliar home placements and who is forced to
detach from siblings and school placements where a child loses the only connection they may
have with teachers and friends.
This study of research aligns with Bronfenbrenner’s bio-ecological theory of human
development in unique ways as it emphasizes the complexity that exists between an individual
and the dynamic relationships they develop with their current environment (Bronfenbrenner,
1977, 2005). Similar, to the multi-level layers of relationships surrounding a child, this theory
provides insight to a foster youth on a college campus setting, offering an explanation to the
interactions and influences that bi-laterally occur while developing social relationships over the
period of time of foster youth spends on a college campus.
Summary
The amount of social capital a student is able to access, how involved they are on
campus, their overall level of resiliency when faced with challenges and where they are
psychologically in terms of their personal growth are important theories to integrate when
exploring approaches to improve foster youth student success in higher education. The literature
reveals focusing on relationship development and emotional/social support services provided on
college campuses and the impact they may have on foster youth is an untapped resource that has
not been fully developed to meet the social and emotional needs of foster youth. This research
provides insight into understanding how student needs pertaining to connectivity and relationship
development align with support services being offered and where gaps exist. Mentoring
relationships on college campuses either through direct contact with faculty in classroom settings
or with staff in support programs assist students by facilitating student campus involvement. In
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addition, the research also revealed there is great benefit for foster youth connecting with peers
who have similar backgrounds to themselves in feeling connected to the campus community.
Several studies identified foster youth desire for opportunities to build trusting relationships with
staff and faculty. The research revealed campus support programs are instrumental in facilitating
this process for foster youth. Specifically, campus support programs that emphasize a family-like
environment were identified as a need most students desired with a focus on opportunities to
connect with others sharing similar experiences in a comfortable non-threatening setting. This
finding suggests that the personal connection a foster youth develops to others socially is what is
most critical in being successful.
In summary, a detailed analysis was explored regarding foster youth relationship
development linked to conceptual frameworks contributing to the success foster youth
experience in higher education was the focus of this chapter. The importance of resiliency
theory, developing mentor relationships, student involvement theory leading to accessing social
capital and the unique way in which the bio-ecological theory of human development can
facilitate foster youth success as an emerging young adult was researched and explored. The
combination of these frameworks provide foster youth students pursuing high education
opportunities to persist, be successful and flourish academically as well as emotionally and
socially.
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CHAPTER III: RESEARCH METHODOLOGY
This chapter describes the research methods and procedures utilized for this study. An
overview of the challenge is that foster youth experience significant barriers keeping them from
obtaining educational attainment (Courtney, et al., 2010; Wolanin, 2005). Researchers conclude
a lack of supportive relationships is a distinct barrier to reaching educational goals (Day, et al.,
2012). The purpose of this study will be to examine the first year experiences of current and
former foster youth in developing relationships, creating support networks and accessing social
capital as it pertains to their persistence in higher education. It is important to understand how
student needs pertaining to connectivity and social relationships are accessed and aligned with
support services offered on college campuses and if these relationships correlate with student
academic achievement. As a result, this study will incorporate both qualitative and quantitative
data gathered as part of the Foster Youth in Higher Education Study (Hogan, 2012).
Student relationships established while attending college are important to their academic
success (Becker & Luthar, 2002; Bensimon, 2005; Gerdes & Mallinkckrodt, 1994; Stanton-
Salazar, 2011). The conclusion that student relationships are critical to student success impacted
the overarching research question of this study and also induced inquiry about similar patterns of
findings possibly being revealed that might correlate with prior research. Subsequent research
questions referencing if and where participants developed relationships, how they accessed
campus services and which support services they accessed will provide insight into students’
needs regarding connectivity and social relationships. In addition, one research question focused
on data about if and how students persisted from one year to the next, is important in obtaining a
complete understanding of the students’ experience in terms of overall student success.
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Research Questions
This research study aimed at answering the following overarching research question:
How do social support networks affect the first-year experience of foster youth students in
college? The following questions aimed at these issues.
1) What perceptions do foster youth have regarding how their personal relationships and
social support networks have facilitated their transition to college?
2) What personal skills can foster youth utilize to develop a social support network?
3) What are the persistence characteristics of foster youth at four-year institutions after
completing their first year as a college student?
Mixed Methods Research
A mixed methodology approach to research has been solidified as an effective strategy in
gaining meaningful and complete understanding about a research problem (Creswell, 2013). A
primary strength of mixed methods is that it is considered useful especially when seeking to
understand changes needed for a marginalized group, by integrating both qualitative and
quantitative data (Creswell, 2013). Since foster youth have been marginalized as a student group,
this research method serves to be a very appropriate method in providing a deep understanding
of the research.
Qualitative Research
Since the focus of this research was to examine the experience of foster youth developing
relationships with peer and university professionals, the collection and analysis of qualitative
data was critical. One goal was to understand the contexts in which the participants feel
influenced by the human connections they make during their first year experience (Maxwell,
2012). This study will help illuminate the process in which participants developed personal
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relationships and social networks as well as perceived access to social capital. The
methodological paradigm aligned with this portion of the study is phenomenology as the
emphasis is on the research study participants’ unique experiences and interpretations of those
experiences (Maxwell, 2012; Merriam, 2009). Taking a phenomenological approach and
focusing on how students experience their first year at college will provide meaningful
understanding for the unique population of students.
Quantitative Research
This study will also incorporate quantitative data, as it provides an important component
of information needed to thoroughly answer the research questions. Quantitative research is a
method used to inquire about the relationships that exist among variables (Creswell, 2013).
Therefore, it is also a critical part of the process, by identifying foster youth academic success in
terms of completion of coursework each semester, grade point averages and the rate of
persistence from one year to the next.
In this study, a convergent parallel mixed methods design was utilized since the
researcher analyzed quantitative and qualitative data separately and then compared the results to
see if the findings confirmed or disconfirmed each other (Creswell, 2013). Integrating both forms
of data into the design analysis is a complex approach that will reveal a deep understanding
about the participants’ transition to higher education. Hence this study will provide critical
insight into the basic structure and essence of a participants experience attempting to navigate
through the college experience. This insight will include a students experience while attending a
university for the first time and their level of success in doing so through the analysis of
qualitative and quantitative data (Creswell, 2013; Merriam, 2009).
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Sample and Population
A targeted and intentional recruitment effort was applied by the principal investigator of
the Foster Youth in Higher Education Study (Hogan, 2012) in order to find participants who met
the selection criteria: foster youth attending four-year universities for the first time in the United
States; all study participants were over 18 years of age and entering a university as a freshman. A
call for participation was sent out by email, telephone and in person to foster youth campus
support service offices, community non-profit agencies supporting foster youth, and by referrals
in the foster youth community. Interested participants contacted the principal investigator of the
Foster Youth in Higher Education Study directly to find out the details of the process.
The population selected included 30 college students who had a history of participation in
the foster care system and who were just beginning their journey in higher education at a four-
year institution. While all potential participants were originally recruited from the southern
California area, interviewed participants attended CSU’s, UC’s and other public and private
universities across the nation. Some of the participants were part of campus foster youth support
programs and other participants were not part of any campus foster youth support service
program.
The purpose of selecting in-coming students as opposed to foster youth students already
attending four-year universities in general is because new social relationships may begin to
unfold during a students’ first year experience, which is critical to their persistence in returning
their second year.
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Instrumentation
Qualitative research includes obtaining direct quotations about the participant’s thoughts,
experiences, opinions and knowledge through interviews (Merriam, 2009). Hence, interviews
resulted in conversations focused on a students’ direct experience utilizing and connecting to
people and support services as they pursued a bachelor’s degree. The raw data analyzed was part
of Hogan’s Foster Youth in Higher Education Study conducted in 2012, a longitudinal panel
study examining the role social connections and relationships developed while attending a four-
year university have on the health and welfare of former and current foster youth. In 2011 and
2012, quantitative data was collected pertaining to the role social capital plays in the social
welfare of foster youth pursuing bachelor’s degrees. Data related to academic achievement was
also collected. This longitudinal panel study also included individual qualitative follow-up
interviews related to the social experiences of former and current foster youth during their first-
year educational experiences.
Therefore, this institutional review board approved research study included the secondary
analysis of qualitative and quantitative data collected in 2012 by Dr. Hogan and his research
team. The focus was on deep and meaningful analyses of the qualitative interview data to
provide unique and critical insight into the first year experiences of former and current foster
youth students as well as qualitative data in terms of academic success indicators such as grade
point averages and persistence rates as well as specific data about the critical relationships and
support networks that were accessed. By utilizing quantitative data and this untapped resource of
qualitative raw data, the personal thoughts, experiences, and reflections of foster youth were
revealed as they pertain to the human connections and social networks these students developed
at the completion of their first year at four-year institutions.
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Data Collection and Interview Protocols
Baseline and follow-up interviews were conducted during the summer of 2011 and 2012,
respectively. At the end of the 12-month follow-up in summer 2012, a semi-structured
qualitative interview schedule was administered. The interviews were conducted by the principal
investigator of the original Foster Youth in Higher Education Study and two graduate researchers
from the master of social work program at California State University, Fullerton (Hogan, 2012).
Choosing to interview the participants at the end of their first year provided a reasonable amount
of time for students to reach out and seek potential support services and initiate relationships
with peers, faculty and staff. Interviewing participants at the end of their first year of course
work was defined by completing two academic semesters or three academic quarters depending
on the academic system of the four-year university.
The interview data that was collected on a micro recorder in 2012 and was provided by
the principal investigator on a flash drive to the researcher, which was password protected. There
was no identifying information about the participants on the micro recorder. Including 30
participants for this qualitative study resulted in common distinct patterns emerging as the data
was analyzed and naturally unfolds (Merriam, 2009).
The structure of the interview protocol included an introduction where the purpose of the
study was reviewed. Participant privacy was discussed in detail with each individual and
informed consent was attained prior to the baseline interviews. (Appendix A: Foster Care
Alumni in Higher Education Informed Consent Form).
The interview qualitative questions were semi-structured utilizing an interview guide.
The guide included an explanation for tape-recording the interviews for accuracy and to ensure
all intrinsic details were captured. Investigators asked broad based questions to obtain a deeper
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understanding of how the participants viewed their interactions with others as influencing their
first-year experience. Students were asked five interview questions as well as probing questions,
aimed at capturing their thoughts and perceptions about their first-year experience and how it
related to others on a college campus (Appendix B: Qualitative Research Questions). The
principal investigator and research team used informal language and expressions providing an
open and comfortable exchange of communication between the participants and interviewers
throughout the process.
The portion of quantitative data from the Foster Youth in Higher Education Study
(Hogan, 2012), selected that aligned with this current research study included responses to
questions about specific support services accessed, perceived support needs that were met and
unmet, as well as grade point average and persistence indicators pertaining to academic student
success (Appendix C: Quantitative Research Questions).
Each research question aligned with specific interview questions of this research study,
which is identified in its entirety (Appendix D: Research Questions and Interview Grid).
Research Question One
The first research question aimed at understanding what foster youth think about their
personal relationships and social support networks impacting their student success transitioning
to a four-year university. Participants were asked a series of four open-ended qualitative
questions including probes as well as sixteen quantitative questions. The qualitative questions
provided an opportunity for participants to describe their unique experiences pertaining to the
research question allowing an in depth understanding. The quantitative questions included scales
of one to five, multiple-choice, and true-/-false responses. The interview questions depict how
foster youth perceived associations between their ability to foster relationships and the success
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they experienced their first year of college. The interview questions were written to assist in
answering the research question by identifying what participants perceive to be as important
indicators in them being successful academically and the relationships they developed within a
university setting.
Research Question #1. What perceptions do foster youth have regarding how their personal
relationships and social support networks have facilitated their transition to college?
Qualitative Questions:
Question 2. During your time at the university, how would you describe the relationships you
have made?
Question 2a (Probe). What was easy about meeting new people?
Question 2b (Probe). What was difficult about meeting new people?
Question 2c (Probe). What type of people were you most comfortable around?
Question 2d (Probe). How would you describe your circle of friends?
Question 4. Describe your experience in the (Name of campus support program)?
Question 4a (Probe). What was most beneficial about the program?
Question 4b (Probe). Was there anything about the program you disliked?
Question 4c (Probe). What would you do to improve the program?
Question 5. Currently what types of supports are missing in your life?
Question 5a (Probe). What types of supports do you think would help make you more
successful?
Question 5b (Probe). Academic supports; social supports; emotional supports; financial supports?
Explain.
Quantitative Questions:
Question 34. In the past 12 months, have you been or are you an active member in any of the
following groups (See Appendix C).
Question 35 (Only if answered “Yes” to question 33h). The services provided by the campus
support program have been very helpful in achieving my educational goals.
Question 36. For you the most helpful service provided by the campus support programs has
been (a. Academic Support, b. Emotional Support, c. Financial Support, d. Housing Support, e.
Informational Support, f. Social Support, g. Other).
Question 37. For the you the second most helpful service provided by the campus support
program has been (a. Academic Support, b. Emotional Support, c. Financial Support, d. Housing
Support, e. Informational Support, f. Social Support, g. Other).
Question 38. On average, how often did you communicate (face-to-face) with the staff of the
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campus support program? (a. Less than once a month, b. Once a month, c. A few times a month,
d. Once a week, e. A few times a week, F. Once a day, G. More than once a day)
Question 39. On a scale from 1 to 5 how much would you agree with the following statement:
The staff of the campus support program has been very supportive (1. Strongly agree, 2. Agree,
3. Neither agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 40. On a scale from 1 to 5, how much would you agree with the following statement: I
trust the staff of the campus support program (1. Strongly agree, 2. Agree, 3. Neither agree nor
disagree, 4. Disagree, 5. Strongly disagree).
Question 41. On a scale from 1 to 5, how much would you agree with the following statement:
Most of the relationships I have developed while attending this university are a result of my
participation in the campus support program (1. Strongly agree, 2. Agree, 3. Neither agree nor
disagree, 4. Disagree, 5. Strongly disagree).
Question 42. On a scale from 1 to 5, how much would you agree with the following statement:
The campus support program could do more to help me as a student? (1. Strongly agree, 2.
Agree, 3. Neither agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 43. If you could have received additional support from the campus support program, in
which area would you like to receive more support: (a. Academic Support, b. Emotional Support,
c. Financial Support, d. Housing Support, e. Informational Support, f. Social Support, g. Other).
Question 53. On a scale from 1 to 5, how much would you agree with the following statement: I
am not sure I belong at a four-year university (1. Strongly agree, 2. Agree, 3. Neither agree nor
disagree, 4. Disagree, 5. Strongly disagree).
Question 54. On a scale from 1 to 5, how much would you agree with the following statement:
Last year, academically, I was well prepared for school (1.Strongly agree, 2. Agree, 3. Neither
agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 55. On a scale from 1 to 5, how much would you agree with the following statement:
Last year, emotionally, I was well prepared for school (1.Strongly agree, 2. Agree, 3. Neither
agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 56. Do you currently have an adult in your life who you would consider to be a mentor,
either formally or informally (a. Yes, b. No)?
Question 57. Do you currently have someone on campus who you would consider to be a mentor
either formally or informally (a. Yes, b. No)?
Question 58. (If yes to question 57) – What is the status or position of your on-campus mentor (a.
Campus support program staff member, b. Academic faculty member/lecturer/professor, c.
Athletic instructor or coach, d. Student/graduate student/student assistant/tutor, e. Other)?
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Research Question Two
The second research question aimed at identifying the personal skills interview
participants identified as useful to their first year experience. Participants were asked to identify
what they considered to be their personal strengths, skill-set and characteristics that have
contributed to their success. One interview question and follow-up probe question were asked,
that encouraged participants to openly describe what they have found internally in terms of skills
that have helped them tap into social support networks aiding in their success in higher
education. This qualitative interview question and probe provide participants the opportunity to
reflect on their personal character traits assisting them to be successful providing a unique
perspective to this study regarding what students need and access in a university community.
Research Question #2.What personal skills can foster youth utilize to develop a social support
network?
Qualitative Questions:
Interview Question 3. What types of strengths, skills, or supports have you found most useful in
your academic journey?
Interview Question 3a (Probe). What characteristics do you have that have helped you be
successful at your university?
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Research Question Three
The third research question asked participants to identify their specific academic progress
in terms of courses completed, course grades and end of year grade point averages. Five
interview questions were asked providing quantitative data to support the personal experiences
and perceptions participants had identified through research questions one and two. Research
question three was important in providing an opportunity to utilize a convergent parallel mixed
methods approach of this research study by analyzing both quantitative and qualitative data
separately and then comparing if the findings are similar or dissimilar (Creswell, 2013).
Research Question #3. What are the persistence characteristics of foster youth at four-year
institutions after completing their first year as a college student?
Quantitative Questions:
Question 46. What school are you currently or planning to attend in the Fall?
Question 48. During the past year, what type of grades did you receive (a. Mostly A’s, b. A’s and
B’s, c. Mostly B’s, d. B’s and C’s, e. Mostly C’s, f. C’s and D’s, g. Mostly D’s, h. D’s and F’s, i.
Mostly F’s, j. Don’t know, k. Refused).
Question 49. Approximately what is your grade point average?
Question 50. During the past year, did you receive a passing grade in all of the courses you
attempted? A passing grade is a D or better; an Incomplete in not passing. (a. Yes, b. No, c.
Don’t know, d. Refused).
Question 51. During the past year, of all the courses you attempted, approximately how many did
you not receive a passing grade in (a. One course, Two courses, x. Three courses. D. More than
three courses).
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Data Analysis Preparation
Prior to analyzing the data, all participant interview raw data was electronically sent to a
professional service vendor where the transcriber was seasoned in transcribing academic
research studies. The data was sent utilizing a secure encrypted software system meeting all
confidentiality and privacy standards for the institutional review board. The researcher
methodology process included utilizing grounded theory for the analysis of the qualitative
research data and statistical predictor software system (SPSS) for the quantitative analysis. This
provided quantitative statistical data as well as a paper trail of the qualitative data based on
analytical notes, charts and memos. The grounded theory methodology included constantly
comparing the data and analyzing it from different perspectives identifying links among
categories (Charmaz, 2003; Merriam, 2009). The researcher reflected in writing on initial
thoughts and analysis of the transcriptions she reviewed visually. The researcher then physically
listened to each interview for additional insight into the words, pauses and expressions used by
participants to articulate their first year experience. Through this process, the researcher
identified several tentative categories in the data set that provided understanding in answering
the research questions. An open coding method demonstrated tagging units of the data that were
relevant to the research questions (Corbin and Strauss, 2007). Information was highlighted and
color-coded to identify recurring themes associated with the research question and included the
following word phrases: friends; relationships; social network; mentor and family. This was
helpful as the researcher identified core categories (Maxwell, 2012).
Ethical Consideration
The validity and trustworthiness of the study depends greatly on investigator ethics
(Patton, 2002). The researcher could not identify any bias that participants could have that would
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have altered the interview process. Due to the interviews being administered by the principal
investigator and graduate researchers in 2012, the opportunity for researcher biases to have
influenced how interview questions were articulated and data captured was eliminated as this
research is based on secondary analysis. In addition because the data was collected in 2012, the
original Foster Youth in Higher Education Study (Hogan, 2012) has already gone through
institutional review board approval (California State University, Fullerton) ensuring the
protection of rights, safety and welfare of all human subjects involved.
The researcher also utilized the peer review of raw data to ensure validity and reliability
(Merriam, 2009). The investigative research study plan was to fully engage in discussions about
pending emerging findings with researcher dissertation chair, committee members and cohort
peers several times. This process guided how the research study evolved to its current final state.
Study Limitations
The researcher’s personal experiences working with foster youth students in higher
education may create a bias where certain conclusions may be assumed about participant
responses. As a result the researcher was cognizant to not miss critical data that was stated and
also was mindful about interpreting the data based on personal past experience. Instead the focus
was on respondents’ current and genuine responses to interview questions in connection to their
first year experience attending a four-year university.
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CHAPTER IV: RESULTS OF DATA ANALYSIS
The focus of this research study was to illuminate how relationships, connections to
others and social support networks affect the first-year freshman experience of foster youth
students attending a four-year university. A mixed method approach was utilized to
quantitatively capture information about foster youth related to academic persistence and
achievement; information relevant to their perceptions of participating in campus support
programs and developing social relationships was also quantified. Qualitative interview data
providing critical insight into the perceived academic and social support strengths and
weaknesses of foster youth attending four-year institutions was also gathered. A mixed
methodology is a sophisticated approach drawing from both the strengths of qualitative and
quantitative data in order to capture a thorough understanding of the research problem of study
(Creswell, 2013). In this particular research study, a convergent parallel mixed methods design
was utilized analyzing both quantitative and qualitative data separately and then comparing the
results to see if the findings confirm or disconfirm each other (Creswell, 2013).
Research study demographics included 30 current and former foster youth that were
between 18 and 20 years of age. A total of 11 participants (34%) identified as male and 19
students (63%) identified as female. The ethnicity of each participant was reported based on five
possible categories; African American/Black, Asian American, Caucasian American/White,
Hispanic American and Mixed ethnicity, for participants who identified with two or more
ethnicities. A summary of what was reported by participants is listed below on Table 1.
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Table 1: Participant Ethnicity
Ethnicity
n
%
African American
6
20.0
Asian American
3
10.0
Caucasian American
6
20.0
Hispanic American
11
36.7
Mixed Ethnicity
4
13.3
Total
30
100
The participants attended the following universities during their freshmen years: Brigham
Young University; California State University, Fullerton; California State Polytechnic
University, Pomona; Loyola Marymount University; National University; New York University;
San Francisco State University; University of California, Berkeley; University of California, Los
Angeles; University of California, Riverside; University of California, Santa Barbara; and, the
University of Southern California.
In summary, the data revealed that 27 (90%) participants made a personal connection to
at least one entity on campus their first year. A total of 22 (73%) participants identified they had
a relationship with someone on campus, significant enough to consider them to be a mentor. A
total of 23 (77%) participants were part of foster youth support programs on their campus and 7
(23%) did not participate in a foster youth campus support program. A total of 25 (83%)
participants persisted to year two at a four-year university and five (17%) did not persist to year
two at a four-year university. Out of the five participants who did not persist, 2 (40%) belonged
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to a campus support program and 3 (60%) did not belong to a foster youth support program on
their campus.
Research Question One
The mixed method approach was utilized in analyzing data pertaining to the following
research question: What perceptions do foster youth have regarding how their personal
relationships and social support networks have facilitated their transition to college?
Qualitative Analysis
The qualitative analysis focused on unique interpretations of each participant’s
experiences, in order to provide an insightful understanding regarding their perceptions about
developing relationships (Maxwell, 2012; Merriam, 2009). Interviews conducted at the end of
their first year were used to collect the qualitative data on their experiences and were analyzed
using grounded theory. An open-coding method was utilized, tagging units of data that were
relevant to the research question (Corbin & Strauss, 2007). Word phrases were highlighted and
color-coded to identify recurring themes, which include the following: relationship (usage total
20); social network (usage total 10); mentor (usage total 6); family (usage total 46); and lastly,
words associated with foster youth campus support programs (usage total 39). This was helpful
as the researcher was able to identify core categories (Maxwell, 2012). As a result, the main
themes that emerged from the participant interviews were all centered around three main
categories: (1) Connection to Campus Community; (2) Foster Youth Campus Support Programs
and (3) Familial Support/Need for Familial Support.
Connection to campus community. The social connections a student made to the
campus community their first year that was perceived to have had a positive impact was a theme
that emerged throughout the data analysis. A total of 27 participants (90%), identified connecting
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to at least one campus community entity, their first year. A campus community entity includes a
campus program, department, club, service or particular college within the university. The
qualitative analysis resulted in the coding of over 40 references identifying a connection made to
a campus community. Some participants referenced connecting to multiple campus community
entities.
“I got very involved on campus with Guardian Scholars, volunteer center and a religious
group.”
“I was part of clubs, I was part of the Anime Club, I was part of Dance Ensemble and I
was also part of the dance team on campus.”
Institutional supports, such as faculty and fraternal organizations were described as
contributing positively to participant’s first year experiences.
“ My American Literature teacher was very helpful. He acted sort of like a mentor and he
actually is going to be my advisor next year. He had recently moved to New York as
well. We just talked about the transition and he helped me a lot with my papers.”
“My school doesn’t provide housing during winter break. So it was looking like I wasn’t
going to have a place to stay and my fraternity brother extended his hospitality out to me
and allowed me to stay at his house and helped me with finding a job.”
Some faculty members were able to serve in connecting students from inside the
classroom to outside classroom communities with other peers.
“I really liked my English class and my teacher was like an advisor for the creative
writing club, so I used that as a way to get to know other people.”
The data revealed that many of the relationships participants made that first year were
vital to their overall success in establishing relationships. In many cases the data revealed these
relationships were instrumental in stabilizing participant’s first year experience by providing
relationships, connectivity, and support.
Foster youth campus support programs. In analyzing the data, the second theme that
emerged was the valuable support participants identified in being connected to foster youth
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support programs on campus during their first year. The data revealed that the majority of
participants, a total of 23 (77%) were part of foster youth support programs on their campus and
7 (23%) did not participate in a foster youth campus support program. Study participants
connected to campus support programs at institutions with existing foster youth support
programs identified, as Bruin Scholars, Cal Dependent Scholars, Future Scholars and some
programs are known as Renaissance Scholars. In addition, the name, Guardian Scholars has been
used to describe various foster youth support programs existing at community colleges and
universities across the United States. The majority of research study participants fell under the
category of Guardian Scholars.
Table 2: Foster Youth Campus Support Program Participation (n = 23)
Campus Support Program
n
Bruin Scholars
2
Cal Dependent Scholars
1
Future Scholars
1
Guardian Scholars
11
Renaissance Scholars
8
Total
23
Almost all students, a total of 20 (87%) who reported participating in a foster youth
campus support program, found it to be an important ingredient of their first-year experience in
terms of developing relationships. Aiding their ability to feel supported, connect to others, and
develop a social support network, were referenced multiple times in positive ways.
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“Guardian Scholars has expanded my social network. It has challenged me to be social
around others, I am working on that.”
“Renaissance Scholars program is very supportive both educationally, emotionally and
socially. The networking Renaissance Scholars program offers is the most beneficial.”
“I am a very shy person and its difficult meeting new people. The Guardian Scholars
Program made it a little easier to get to know others.”
“It’s easier to meet people when you know they have the same situation that I battle
with, the same background.”
“Renaissance Scholars is very helpful in branching me out to everything else.”
“The only reason I had friends was because of Guardian Scholars. That gave me the
confidence. Without the Guardian Scholars program I would have dropped out.”
“I think Guardian Scholars has expanded my social network.”
“Everyone has connections from that group (foster youth campus support program) to
other resources.”
The needs of current and former foster youth attending four-year universities are very
unique. Although the majority of participants found foster youth campus support programs
useful in aiding their ability to develop relationships and connectivity, not all participants felt
this way. A total of 3 participants (13%) did not feel the foster youth campus support program
was helpful in their ability to feel supported or connected to the university campus community.
“I don’t feel I need the Guardian Scholars program. I don’t get in with scholars. I do like
the early registration.”
“No significant relationship with Guardian Scholars staff or students or faculty.”
“I didn’t find Guardian Scholars program helpful.”
In summary, a total of 23 participants identified being part of a foster youth campus
support programs. Overall, data analysis results identified 20 participants feeling positively
impacted by being connected to a foster youth campus support program. The data also revealed
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three participants did not feel the foster youth campus support program was helpful in facilitating
their connection to the campus community.
Familial support. Through the analysis, a third theme emerged regarding the intrinsic
relationships developed with peers and staff associated with the foster youth campus support
programs that participants authentically described as familial. In many cases, foster youth
campus support programs emulated for students a sense of family connections. Some participants
referenced these programs supported them uniquely by creating relationships that aided them
emotionally.
“I like Guardian Scholars for the sense of family that is created.”
“Renaissance Scholars has been really great, they have been a great family.”
“What I find most beneficial about the program is that they could be a family. With some
people they don’t have families, they don’t have people who really care about them. But
there, they are there for you.”
“Guardian Scholars is amazing, it is a whole new family.”
“I feel comfortable around Renaissance Scholar students. The Renaissance Scholar
program was very helpful emotionally.”
“Guardian Scholars gave me confidence, it’s like a family pretty much.”
In addition, when participants were asked about what supports are missing, some
participants expressed an unmet need for family-like relationships in their lives and referenced
seeking familial support.
“I would like more family out there, more people that I can go to and talk to and maybe
like a bigger circle of friends.”
“Lately, I have been having this weird urge for support from parent figures. I’ve been
wanting that more and more. I don’t really have it so I kind of have to deal with it.”
“I know I needed something like, to kind of, like a foundation. I needed more of a family
like.”
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“My family was kind of, like, everyone’s doing their own thing, so they couldn’t be there
for me as much as I wanted them.”
In summary the data revealed the need for familial support is important for the foster
youth community who are attending four-year universities. In some cases this unique need is
addressed through foster youth campus support programs where students feels supported in a
meaningful way, aiding their ability to make connections to others on campus.
Quantitative Analysis
A total of 16 quantitative questions were associated with interview participants
connecting with the campus community. Ten of those questions were specifically about
participants who were part of the foster youth campus support programs..
Data results identified participants in foster youth campus support programs felt
supported by program staff and felt the program aided their ability to make social connections
with the campus community to create a social network on campus. Quantitative data indicated 20
students (91%) who participated in a foster youth campus support program found it helpful to
their success their first year.
When participants were asked if the foster youth campus support program needed to
assist them more, 6 participants (26%) felt there was no unmet need in terms of the programs
serving them better. However, another 6 participants (26%) felt the program could assist them
more with unmet needs and 11 participants (48%) neither agreed nor disagreed with this
statement.
Nearly every participant, 22 (96%), identified the foster youth campus support program
staff as trustworthy. This was solidified with high levels of contact between students and foster
youth campus support program staff. Face-to-face communication with staff was deemed
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important by the participants, with 17 participants (74%) meeting with staff at least once a week,
multiple times per week, daily, or multiple times per day.
Participants’ opinions varied when asked if the majority of relationships developed while
attending a four-year university were the result of their foster youth campus support program
participation; 11 participants (48%) agreed with this statement, 8 participants (34%) disagreed
with this statement, and 4 participants (18%) neither agreed nor disagreed with this statement.
When looking at the entire study sample, after one year of full-time enrollment, 24
participants (80%) reported they felt they belonged at a four-year university with 4 participants
(13%) not sure, and only 2 participants (7%) feeling they did not belong at a four-year university.
In terms of mentor relationships, 93% of participants identified having at least one adult
mentor in their lives with 79% stating their mentor was part of the campus community. Foster
youth campus support programs accounted for 59% of the mentor relationships referenced,
followed by student peers (23%), academic faculty (14%), and athletic coaches (4%).
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Table 3: Perceptions of Foster Youth Participating in Campus Support Programs (n = 23)
Question
Strongly
Agree
Agree
Neither Agree
Nor Disagree
Disagree
Strongly
Disagree
The services provided by the campus
support program have been very
helpful in achieving my educational
goals?
15
6
2
0
0
The campus support program could
do more to help me as a student?
1
5
11
3
3
I trust the staff of the campus support
program?
15
7
1
0
0
Most of the relationships I have
developed while attending this
university are a result of my
participation in the campus support
program?
5
6
4
3
5
In summary, a total of 16 quantitative questions were associated with interview
participants connecting with the campus community. Ten of those questions were specifically
about participants who were part of the foster youth campus support programs. The data
confirmed that 23 participants did participate in a foster youth campus support program.
Research Question Two
Qualitative data was utilized in analyzing the following research question: What personal
skills can foster youth utilize to develop a social support network?
Qualitative Analysis
The qualitative analysis focused on unique interpretations of each participant’s
perceptions about their own personal skills that fostered their ability to make connections and
create social support networks. Using grounded theory, an open-coding method was utilized,
tagging units of data that were relevant to the research question (Corbin & Strauss, 2007). Word
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phrases were color-coded identifying two recurring themes. The qualitative data revealed many
participants referenced characteristics and skills associated with resiliency and positive social
communication skills when responding to this question. There were a total of 22 unique
responses to this interview question coded as key word bites and phrases, which aligned with
these two skill set characteristics.
Resiliency. Word and word phrases associated with resiliency include the following:
being motivated; bounces back easily; determined; having a positive attitude, not letting yourself
get distracted; persistent; resiliency when faced with problems; and very independent.
Positive social communication. Word and word phrases associated with positive social
communication skills include the following: being a good communicator; being a musician,
being more social; being friendly; being open and willing to succeed; being outgoing; being
resourceful is a strength in accessing services on campus; creating a strong network; confidence;
down to earth attitude; getting involved on campus; getting myself a job enhanced my
communication skills so I can speak more professionally; knowing how to communicate needs;
making the effort in keeping friendships; not being afraid to ask for help; and talking to
professors.
The following examples provide more details about the participants’ expressions about
resiliency and positive social communication skills as valuable in their ability to make
connections to others their first year attending a four-year university.
“Just having a positive attitude, it could be both academically in your classes and also
even socially in kind of making those connections with people.”
“I’m really good at networking, I’m very social. I’m very confident I am able to adjust to
a lot of situations because of being a foster kid.”
“Just being independent and knowing that I’ve gone through worse stuff than mid-terms,
and finals.”
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“I’m optimistic, resilient, you know, I come back when I fall.”
“The ability to communicate well with others. It’s like an advantage. And asking for help
when I need it.”
“Definitely staying on top of stuff. Um, not slacking off. Procrastination is a no-no. Using
TA hours and talking to your professors.”
“Being resilient, bouncing back, accepting that you’re not in control of something, like
sometimes that’s just part of life. And I guess taking ownership of what you are doing.”
“The fact that I am a first generation college student at the university, I guess gives me
drive because I feel that I have big shoes to fill, there was no one before me but you
know, like I have something to prove.”
One participant described his perspective on what he considers an important connection
between resiliency skills and positive social communication skills that he possesses.
“I think I am resilient. So, I think that being the fact that you are persistent, that helps a
lot because you can somewhat obtain what you really want if you fight for it. So, then at
the same time that I can communicate across like what desires I have, like if I need
something then like I’ll speak my mind.”
Quantitative Analysis
There was no quantitative survey questions identified that could add any information to
this research interview question for comparison purposes.
In summary, participants identified two skills as important in developing social support
networks their first year: resiliency and positive social communications skills. Although having
positive social communication skills would be an important characteristic to possess for all
students starting their first year at a four-year university, resiliency has a unique connotation to
the foster youth population where lack of these skills may be detrimental to their success.
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Research Question Three
A mixed method approach was utilized in analyzing data pertaining to the following research
question: What are the persistence characteristics of foster youth at four-year intuitions after
completing their first year as a college student?
Although no qualitative interview question specifically asked if participants had sustained
academic enrollment from one year to the next, the authentic interview process utilizing open-
ended questions revealed information about this research question. During the interview process,
participants verbally referenced where they planned to attend college the following Fall
semester, or if they had transferred or planned to transfer to a community college. As a result, the
qualitative data revealed that 83% of research participants, 25 out of the 30, were successful in
continued enrollment at a four-year university with plans to return for their second year.
In addition, using grounded theory provided data to support the skill sets participants
referenced which supported their ability to be successful academically and persist from one year
to the next. There were a total of 8 unique responses coded as key word bites and phrases, which
support academic persistence.
Word and word phrases associated with persistence include the following: determined to
focus on studies; good study skills; hanging out with responsible kids; hardworking; mapping out
what I need to do; motivated to do good in school; staying in dorm room to study; and using TA
hours.
The following examples provide more detail of the participant’s expressions about the
behaviors and skills they have leading to academic persistence.
“I’m just really determined and I really like to learn. Like I actually enjoy going to
classes and everything.”
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“I’m organized. Like I know what I need to do every day, priorities with work and
school.”
“Definitely staying on top of stuff. Um, not slacking off. Procrastination is a no-no. Using
TA hours and talking to your professors.”
Lack of Connections to Campus Community
In addition to examining data in search of insight to participants personal experiences
aiding their ability to persist at a four-year university, equally as important is capturing the
experiences of students who did not transition successfully to their second year. Since this
research question, specifically was about student persistence from one year to the next, an in
depth analysis of the five participant responses who did not persist were assessed in terms of
developing relationships. One common theme that emerged is that they all made very few
connections to the campus community where they were attending for various reasons.
The Lived First-year Experience of Aisha (Participant A)
Participant A did not belong to a foster youth campus support program. Participant A felt
isolated most of the time and established relationships with just a few select individuals.
Transcription Exhibit 1
“I only made a few select friendships. I only hung out with roommates. I really didn’t
expose myself to anything else. I was not socially active but made a few quality friends. I
felt awkward fitting in. I was missing a support system. I felt intimidated meeting new
people or walking into a room. The biggest attribute to help me would just be myself
since I really don’t have many people pushing me close by. It was kind of like just go out
there and do what you have to do. My roommate was my biggest help. What was missing
in my life was the support. People were just too far away to really help me and like I just
felt kind of like secluded from, I just felt like I was no one at the school and like no one I
could really hang with, like I just felt like I didn’t fit in pretty much. Yeah, and plus my
family was kind of like everyone’s doing their own thing. So they couldn’t be there for
me as much as I wanted them.”
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When Participant A was asked what her biggest fear was, she referenced not having
anyone to depend on. Participant A acknowledged her need for a support system that was non-
existent her first year at a university.
Transcription Exhibit 2
“My biggest fear, I just have to like support myself basically. I don’t want to give up
anymore, just keep on, mostly just keeping myself busy and things like that instead of
putting myself down because of everything that I’ve been through. That’s why I need like
my support system because if it’s just me then I start thinking about the bad stuff.”
The Lived First-year Experience of Brenda (Participant B)
Participant B did not belong to a foster youth campus support program although one
existed at the campus she was attending. Participant B felt she did not have any support and
identified not connecting due to being of a different ethnicity than most other students.
Transcription Exhibit 3
“I didn’t fit in. I felt uncomfortable being around non-Latinas. I was to shy to talk in
class. I had no confidence. I felt out of place, weird, unwanted, not good enough. I felt
insecure and had no friends.”
“Like my high school counselor told me she’s like, I think you should go to Cal Poly and
I was like, no I want to go to that school and I get now why she was saying that. She said
that there was a culture shock, and I didn’t get it until I was there. Because it was weird
to be around this area and I grew up around like Latinos and then to go to Cal State
Fullerton you feel really out of place and some people would like, I don’t know it’s just
different, it’s different.”
Participant B referenced not joining the Guardian Scholars program at her campus
because she felt she did not have support there. However, when asked what supports were
missing her first year, she acknowledges regret in not joining the Guardian Scholars program.
Transcription Exhibit 4
“I didn’t join Guardian Scholars, they are called Guardian Scholars right? No I don’t
know why I didn’t join them, but I didn’t, and like I don’t, I didn’t really have any
support there.”
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“The kind of supports that are missing? I think I should have joined Guardian Scholars I
think that would have really helped because I would have been able to talk to other foster
kids and see how they were dealing with it, because it’s one thing to be like in a school
where like the ethnicity is different and then to like top it off being a foster kid, its so
hard because people are like I’m going to go see my mom this weekend or oh my mom
this or oh my mom that and you just don’t have that relationship and its kind of starts to
like sting.”
“My biggest fear? I know I’ll graduate college, I don’t know how. I know now like I feel
more confident over school because I know I’m going to Mt. Sac. And then I’m not going
back to Cal State Fullerton. I’m going to go to Cal Poly. I just know, I know, know, I’m
like so certain that I’m going to finish college but I’m just, I don’t know, there’s just
something about me, like then, that I was like, I don’t know, I don’t feel good enough but
now I’m so sure.”
The Lived First-year Experience of Cameron (Participant C)
Participant C was part of a foster youth campus support program his first year. The
participant stated he did not make any friends and that he dropped out due to his emotional state
of not being happy. Although this participant belonged to the foster youth campus support
program and stated he only found it helpful in terms of printing papers, he also stated he would
not change anything about the program in terms of support offered. Participant C did not
reference if he was attending or was planning to attend a community college or just dropped out
all together.
Transcription Exhibit 5
“What contributed most to me leaving school was my emotional state. I wasn’t happy. I
didn’t make many social relationships when I was in school. My friends were a small
group. Basically it was my roommates. I was in Guardian Scholars and they were helpful;
they let me print stuff for free. I don’t know what kind of supports are missing in my
life.”
The Lived First-year Experience of Damian (Participant D)
Although Participant D found it easy to make friends, he referenced feeling different than
the friends he was making. He inferred being in a different financial situation than the friends he
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was making and not able to relate to them. He also described the people he was most comfortable
around. Participant D references his biggest barrier his first year as being incarcerated.
Transcription Exhibit 6
“I found it easy to make friends, but it wasn’t like friends I particularly hang around or I
was used to. I was in, I was actually by myself and you know, I couldn’t just call my
mom or dad to come help me pay rent.”
“I ride a motorcycle and they would always go to like Disneyland for the whole day or
something, that wasn’t my idea.”
“People I was most comfortable around were people who did the same activities as me,
such as playing video games, smoking weed, going to the beach, and stuff like that.”
Participant D references his biggest fear is becoming homeless.
Transcription Exhibit 7
“Yeah, it’s the biggest challenge, it’s been hard and I never did it before. I mean
officially I have slept outside before, but not consecutively. It’s weird, you see people
you’ve never seen before, stuff that you’ve never been around.”
The Lived First-year Experience of Ethan (Participant E)
Participant E felt it was difficult to connect to students because it was a non-traditional
campus where most students worked full-time.
Transcription Exhibit 8
“Mostly students worked because it was so far in Sherman Oaks. It was hard to connect
with professors. Not able to make friends close to my age. It wasn’t like a real four-year
university atmosphere.”
“My first semester was at National and my second semester was at Pierce Community
College. Because I thought I could excel more in school. I was basically in a school
where the program was a class one a month so you take different classes at a time per
month. I didn’t find it was a real education so that is why I transferred to a community
college. I didn’t make a lot of friends. I mean you picture it’s more for adults who have
like a full-time job, so it kind of like alternate education. I didn’t really speak to
professors. Because of the distance, we more touched base on the phone or I just spoke to
them like if I needed something so there wasn’t really a strong relationship built.”
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When reflecting on his biggest fear, participant E stated his biggest fear is not becoming
overwhelmed and stressed with the academic workload. He referenced his life being stable and
having good relationships with foster parents and friends. Participant E also referenced
disappointment in not having a relationship with his biological family.
Transcription Exhibit 9
“Trying not to overwhelm myself because then I’m just going to build up stress and that’s
not good. Everything is pretty much stable or settled I mean the relationship with my
parents, that’s not really something fixable or as of now I choose not to and then I have a
great relationship with my foster parents and a great relationship with my friends and
boyfriend and I mean I can’t complain.”
Lack of Emotional Support
A second theme that emerged is that three of the participants who did not persist
referenced behaviors that align with the need for emotional support that went unmet during their
first year. Participants described their experiences in terms of emotional challenges associated
with lack of self-esteem, anxiety and depression.
The Lived First-year Experience of Aisha (Participant A)
Participant A references not meeting that many people and feeling isolated. She states she
was not socially active and felt depressed.
“I just felt like I was no one at this school and like there was no one I could really hang
with. Like I just felt like I didn’t fit in pretty much.”
“Since my roommate was from former foster care, she helped me out a lot because she
new that I was pretty like depressed and it was really hard for me being away from my
family and stuff.”
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The Lived First-year Experience of Brenda (Participant B)
Participant B made reference to having issues sleeping and feeling very insecure to the
point that she was not comfortable speaking to more than one person at a time. She reported
feeling anxious in large groups of students and that speaking in class was extremely
uncomfortable for her.
“I just felt out of place, it was really weird. I felt unwanted and like not good enough and
like, I don’t know like I just felt not comfortable. I didn’t feel good.”
“And then not sleeping on top of all of that did not help. I mean I wasn’t sleeping as it
was, because I was really unhappy with my foster home, so it just kind of followed on I
think, it got worse with school.”
“I really didn’t make any friends, except my carpool. I would talk to her and that was
pretty much it. I just felt really insecure. I wasn’t really good at talking to people. I
didn’t feel accepted or heard. I basically just talk to one person at a time. I can’t deal with
crowds. I m very bad with talking to more than one person at a time.”
“My strength is that I am good in math. But like the confidence to like talk in class, that
like took me back, because I didn’t like going to lab like it was so bad for me because
there was like twenty people in a class and you were there for three hours and you had to
like talk to people and it was just killing me.”
The Lived First-year Experience of Cameron (Participant C)
The research revealed that participant C’s emotional state of not being happy was the
biggest barrier to his success. He inferred experiencing depression as he stated that his biggest
fear was that he would not be able to change his emotional state of being unhappy.
“What contributed most to me leaving school was my emotional state. I wasn’t happy. I
didn’t make many social relationships when I was in school.”
“My biggest fear? I don’t know probably that I won’t change.”
In summary, the qualitative data revealed that participants who did not persist from one
year to the next at a four-year university did not make any significant social connections to the
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campus they were attending. In addition, a struggle with emotional challenges also seemed to be
a theme that was revealed through the analysis of qualitative data.
Quantitative Analysis
Quantitative data was analyzed providing information in terms of identifying persistence
rates for the 30 participants’ first year experiences at four-year universities. The mean grade
point average of the participants in this survey was 2.75 with a minimum grade point average
reported at 0.70 and a maximum grade point average reported as 3.90.
In addition to asking participants directly to report on their grade point average in terms
of a number, this question was asked in multiple ways in order to provide participants the
opportunity to reveal this information in a way they connected too. The second question asked
the participants to respond in terms of how many A’s, B’s, C’s, D’s and F’s they received. And
thirdly, they were asked how many total classes they had passed and not passed. All theses
questions aimed at revealing persistence from one year to the next.
Two participants (6.7%) reported obtaining all “A” grades and 9 participants (30%),
reported receiving a grade of “A” or “B” in all enrolled courses. Six participants (20%), reported
receiving all “B” grades and 9 participants (30%), reported receiving a grade of “B” or “C” in all
enrolled courses. Another 3 participants (10%) reported obtaining all “C” grades in all courses.
In addition, although no participants reported receiving a grade of all “C’s” and “D’s” or all “D”
grades or “D’s” and “F’s” or all “F” grades, one participant refused to answer this question all
together.
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Table 4: Participant Academic Grades (n = 30)
Grades
n
%
Mostly A’s
2
6.7
A’s and B’s
9
30.0
Mostly B’s
6
20.0
B’s and C’s
9
30.0
Mostly C’s
3
10.0
Refused
1
3.3
Participants were asked to report if they passed all their courses referencing that a “D”
grade is considered passing. A total of 19 participants (63.3%), reported passing all courses
attempted. And 11 participants (36.7%) reported not passing all the courses they were enrolled in
their first year.
Participants were also asked to report on how many courses they did not pass. Eleven
participants (36.7%) reported not passing all the courses attempted. Seven participants (23.3%)
reported not passing one course their first year and three participants (10%) reported not passing
two courses. And one participant (3.3%) reported not passing four or more courses the first year.
Participants were also asked if they would be returning to a four-year university their
second year. In this study sample, five participants (17%) did not persist at a four-year
university.
In summary, the qualitative data provided information regarding how participants
persisted their first year at a four-year university in terms of grade point averages, individual
course grades, and information regarding how many total courses they passed and did not pass
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their first year. The majority of participants, 25 (83%) persisted from one year to the next with a
mean grade point average for the entire study sample of 2.75. The quantitative data
supplemented the qualitative information collected regarding persistence solidifying the data
results of this research question.
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CHAPTER V: DISCUSSION OF FINDINGS
The purpose of this research study was to explore and begin to understand the first-year
experiences of current and former foster youth in developing relationships, creating support
networks, and accessing social capital as it relates to their academic persistence in higher
education. The research student examined the qualitative and quantitative data of 30 first time
freshmen attending four-year universities across the United States.
Research Question One
The first research question, “What perceptions do foster youth have regarding how their
personal relationships and social support networks have facilitated their transition to college?”
aimed at understanding the associations foster youth perceive about their personal relationships
and social support networks in relation to their experience transitioning to a university. Findings
revealed that the connections participants made to the campus community were found to be key
in facilitating their transition to college by establishing relationships with mentors, faculty, peers,
and for foster youth campus support program staff.
In addition, findings also included that participants related to foster youth campus support
programs in very specific ways. One of which was the program providing a critical familial role
making the participation connection to the campus community very unique. Findings reveal
students experienced a unique sense of belonging through campus support programs, which
fostered their ability to make connections with the entire campus community. These connections
provide participants with a support structure necessary to maintain consistent daily human
contact, which is crucial for a former foster youth during their first year of college when previous
relationships with peers, high school teachers and foster parents may be non existent at this
point. Although findings reveal campus support programs serve an extremely critical function for
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foster youth their first year, several participants also indicated a desire and need for more familial
support while attending at a four-year university which describes a need that continues to go
unmet for many foster youth in pursuit of obtaining higher education. This aligns with previous
research that references a sense of family and belonging as an important indicator to students
feeling connected to their campus and experiencing academic success (Courtney, 2009; Courtney
et al., 2010; Dworsky, 2008; Dworsky & Perez, 2009; McMillen & Tucker, 1999).
Research Question Two
The second research question, “What personal skills can foster youth utilize to develop a
social support network?” aimed at identifying the personal skills participants found useful to
their first year experience. Participants were asked to identify what they consider to be their
personal strengths, skill-set and characteristics that have contributed to their success at the
university.
Findings revealed that many participants who were successful in maintaining academic
enrollment from one year to the next expressed having characteristics associated with being
resilient and had the skills to communicate effectively with faculty, staff and peers. Resiliency
skills are critical to a foster youth ability to be successful as it has unique connotation to the
foster youth community in terms of persisting academically but also in many other areas of their
lives. Personal skills sets that include being resilient for a current or former foster youth on a
college campus could mean the difference between completing a course assignment or not
completing it on time, having a place to sleep at night verses experiencing homelessness, and or
having sufficient financial aid to cover all basic expenses including books verses having to
borrow books or supplies from peers to complete assignments.
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Also findings revealed that having positive social communications skills is an important
characteristic to possess for participants starting their first year at a four-year university in terms
of establishing relationships and being successful in advocating to get their needs met. Utilizing
effective communication skills partly is connected with resiliency, as a participant will not be
fully resilient if they are challenged advocating for one self to obtain the needs and are able to
practice resiliency.
Research Question Three
The third research question, “What are the persistence characteristics of foster youth at
four-year institutions after completing their first year as a college student?” aimed at revealing
any connections between academic progress, participant persisting from one year to the next and
the relationships they had established their first year.
Data revealed that almost all the participants who persisted from one year to the next
were connected to the campus community through relationships with mentors, faculty, peers, and
or foster youth campus support program staff. Findings also concluded that overall, participants
were successful at maintaining academic enrollment and planned to return to a four-year
university for their second year with a total of 25 students persisting from one year to the next. In
order to provide a true indicator of persistence from one year to the next, participants were not
only asked to report their grade point average, but were also asked about academic achievement
in multiple ways in order to provide more details related to their academic successes and
challenges. This was important, as some students may not have known what their grade point
average was. Specifically, students were asked to respond in terms of how many A’s, B’s, C’s,
D’s and F’s they received. Thirdly participants were asked how many total classes they had
passed and how many they did not pass. All these questions aimed at revealing academic
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achievement and persistence from one year to the next. Only one student refused to answer this
question, which aligned with the qualitative data where this participant referenced not
completing the semester because he was incarcerated for a crime he stated he did not commit.
Participant Authentic Experience - Key Finding
Just as important as it was to examine the data providing insight to students’ personal
experiences in being successful in terms of persistence to a second year, equally as important
was capturing the experiences of students who did not transition successfully to their second
year. A key finding of this research was the information revealed regarding the authentic
experiences of five participants their first year who did not persist.
One common theme found is that most of these participants made very few connections
to the campus community. The majority of participants expressed isolation and made very few
friends on their college campus, if any at all.
A second common theme was that participants each described behaviors aligning with
emotional challenges that went unmet during their first year. Participants described their
experiences in terms of their behavior that could be associated with a tendency towards lack of
self-esteem, social anxiety, and depression. In contrast, the majority of participant responses who
did persist to a second year indicated that characteristics associated with having adequate social
communication skills and developing relationships as critical to their first-year experience at a
four-year university.
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Limitations
This research study has important limitations to consider. First, the data collected is from
a sample of 30 participants. The small sample size is a limitation as results and findings cannot
be generalized to the total current and former foster youth population attending four-year
universities as freshman.
A second limitation is that the study includes data from various foster youth campus
support programs that vary greatly in terms of the services and level of support students
experience on a daily basis. Therefore, responses about foster youth campus program support
services offered may or may not reveal an accurate account about overall how students
experience foster youth support programs they have participated in. The support services they
did or did not receive are not a probable representation of all foster youth campus support
programs that exist as each program can be very diverse in terms of services offered.
Implications for Practice
Regardless of the research study limitations, implications for practice include a
momentum that is evolving in using qualitative data to provide a descriptive picture of the
experiences current and former foster youth face in trying to build relationships and social
support network while maintaining academic persistence following their first year at a four-year
university.
The Need for Qualitative Research
Currently, there is only limited research on the authentic experiences of current and
former foster youth perusing higher education. Therefore, continued qualitative research studies
for this population are crucial in understanding the true experiences of this unique foster youth
population in pursuing higher education. Innovative and effective solutions to support current
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and former foster youth in pursuit of higher education can only be revealed through the
utilization of qualitative research combined with qualitative data.
Higher Education Administrator Implications for Practice
This research study also has important implications for university administrators who
oversee foster youth campus support programs. Administrators are in positions of authority and
influence to provide guidance and funding to support the expansion of campus support programs
and to initiate the campus community relationships needed for foster youth to be successful
while pursuing higher education.
Foster youth campus support programs expansion. Based on the findings of this
research, campus support programs should be expanded to include the familial support
participants deemed as important to their campus experience and academic success. In addition
to expanded foster youth campus support programs that include a familial component, a
dedicated space on campus where students with similar life experiences can connect with peers
and support staff solely serving this student population is beneficial.
Purposeful mentoring practices. The expansion of campus community relationships
could be accomplished through new and innovative mentoring programs involving faculty, staff
and academic advisors on college campuses across the country. Providing education and
awareness to the campus community about the needs of this population of students would be key
in igniting interest from the campus community to serve in this capacity. One example could be
faculty serving as freshman programs instructors in course material specifically designed for
foster youth starting their first year of enrollment.
Innovative counseling practices. Additionally, implications to practice include
administrators and campus psychologists supporting innovative counseling design practices for
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foster youth student populations who may be unwilling to access services in traditional ways.
One important challenge administrators and psychologists should consider is that many former
foster youth share a strong bias against mental health practitioners due to mandated medications
and or services while in foster care prior to emancipation. Former foster youth students would
benefit from initially meeting campus staff psychologists in space they consider to be
comfortable and or a non-threatening environment. This could be accomplished through campus
outreach events and orientations specifically designed and planned for foster youth their first
year attending college. This innovative practice would be instrumental in eliminating the biases
students may have as a result of their previous experience with mental health practitioners and
create access to services very much needed by foster youth to maintain persistence their first year
and throughout the years needed to obtain a college education. Dedicated clinicians with
expertise serving this population consistently throughout their college experience would also be
beneficial to counteract the inconsistency clinicians foster youth have experienced prior to
emancipation to support meaningful counseling experiences resulting in trust.
Technological advances. Lastly, implications for practice also includes developing a
software system tracking mechanism to be used at a state level that connects the data provided
from the K-12 educational system to higher education institutions. One example would be the
State of California’s Cal-Pass academic record system interfacing with California Community
College, University of California and California State University electronic academic record
systems, so that students from the foster care social welfare system transition successfully with
clear pathways identified.
Software system tracking mechanism could also be used at a national level by all higher
education institutions, which not only includes tracking persistence and graduation rates but also
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includes data identifying which universities offer foster youth campus support programs and
details of the specific services provided. Although some of this data is being tracked identifying
general services offered by campus support programs, based on the findings of this research
study, systems should be expanded to identify foster youth campus support programs which
include a familial component, programs that have developed campus community based mentor
programs as well as specific scholarship funding providing by each campus support programs.
This data would be helpful to current campus support programs for benchmarking purposes,
institutions who are in the initial phases of developing programs at their campus as well as
potential students who are researching programs they want to consider as they apply to four year
universities providing them with an important resource and mechanism to make a decision that
best meets their individual needs for higher education.
Recommendations for Future Research
Current research has been established that campus student support programs, especially
those for foster youth, aid persistence of students who participate (Day et al., 2011; Dworsky &
Perez, 2009; Fletcher & Tienda, 2008). Additionally, current research has already been
established identifying that supportive relationships with adults have great benefit to current and
former foster youth as they transition into young adulthood (Ahrens et al., 2010; Greeson &
Bowen, 2008; Greeson, Usher, & Grinstein-Weiss, 2010; Munson et al., 2010; Munson &
McMillen, 2009; Osterling & Hines, 2006; Rhodes et al., 2006). However, a deeper
understanding is needed regarding the relationships that evolve as a result of foster youth campus
support programs with faculty, administrators, staff, and community members as it pertains to
filling the unmet needs of students and supporting the creation of social support networks to
access social capital that may last beyond college graduation.
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Current research also exists on the amount of students participating in foster youth
campus support programs and their persistence rates towards graduation. However, currently no
research exists that focuses on the outcomes of these students once they graduate. Data regarding
the transitional phase after graduation is non existent for this population of students. This would
be an important area of research to examine as a large percentage of the general population of
college graduates currently still depend on family financial and emotional support until they
transition to a full-time job. Therefore, it is also recommended that future research focus on
foster youth campus support programs and services offered before a student graduates to aid
them in transitioning from college graduates to career professionals. This type of research study
may provide deep understanding about the types of social networking opportunities greatly
needed prior to when a student graduates with a college degree as well as post graduation.
Conclusion
In conclusion, this study explores the authentic experiences of current and former foster
youth attending a four-year university during their freshman year. This study takes into account
the qualitative personal experience of foster youth as well as quantitative data providing a
complete analysis of students’ experiences and their perceptions about their relationships to
others, connecting to the campus community and creating a social network to access social
capital.
The findings reveal that students who participated in foster youth campus support
program and had at least one adult mentor within the campus community successfully persisted
from one year to the next. These adult mentors were identified as faculty members, advisors,
coaches, and foster youth campus support staff.
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Findings also revealed participants who did not persist, lacked a connection to the
campus community and were emotionally challenged, by barriers that may have been supported
through counseling services on campuses.
In addition, findings included several participants seeking familial relations on campus.
Some participants were able to obtain some of these needs from the foster youth campus support
program they participated in. It is important to note that foster youth campus support programs
are very diverse in terms of the types of services that are provided to participants and program
philosophies regarding what services are needed to promote academic persistence from one
academic year to the next.
In addition, although a positive correlation exists among persistence for students who can
identify at least one adult mentor in their lives, it is unclear if participants understood how more
of these relationships would aid them in creating a social support network that may be used to
access social capital long-term.
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Appendix A: Foster Care Alumni in Higher Education Informed Consent Form
Your participation is requested in a research study examining the role that social relationships
and connections developed and maintained following your transition out of the foster care
system has on your overall well being. You were selected as a possible participant because of
your status as foster care alumni and your relationships with Orangewood Children’s
Foundation, United Friends of the Children, Promises 2 Kids, Cal Poly Pomona’s Renaissance
Scholars program or Cal State Fullerton’s Guardian Scholars program
This research is being conducted by Drs. Sean Hogan and Dave Chenot of the Department of
Social Work at California State University, Fullerton.
Purpose of the Study
The purpose of this research is to develop knowledge that will benefit foster care alumni
transitioning to adulthood. Researchers believe that the social relationships of foster care alumni
transition to adulthood have an impact on their health and welfare. The goal is to examine the
effects that social capital developed while attending a four-year university have on the social
welfare of this population. This research will allow researchers to empirically capture the effects
social relationships and connections have on the physical and mental health of foster care
alumni, as well as outcomes related to education, employment, housing and food security.
Procedure
If you agree to participate in this research, you will be interviewed at multiple time points in your
education at a four-year university by a researcher. You will be interviewed prior to beginning
your education and at the end of each academic year. You will also be asked to continue in the
research study should you leave the university.
The interview will consist of close- and open-ended questions related to your social relationships
and connections and how these relationships and connections continue to your education, health
and overall wellbeing. Beside social capital questions, you will be asked questions related to
your foster care experience, physical and mental health, alcohol and drug use, housing stability
and food security., employment and income, and possible criminal and victimization
experiences. Demographic information will also be gathered.
If you are uncomfortable with any of the questions, you are not required to answer. Each
interview will last approximately 90-120 minutes. Qualitative questions answered during follow-
up interview only will be digitally recorded. You will receive $50.00 compensation for each
completed interview.
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Possible Risks and Benefits of Study
There are minimal risks for study participants. Describing previous or existing social relationship
building processes may cause you some stress or anxiety among study participants, however this
risk is assesses as acceptable by the researchers.
This study will benefit foster care alumni transitioning to adulthood as well as social welfare
policymakers and practitioners. If the role of social capital in the lives of foster care alumni can
be empirically captured then evidence-based interventions can be designed to promote the
development of capital-building strategies and mechanisms for this population.
Confidentially
All research information will be kept strictly confidential to the extent allowed by law. Results
from this study may be disseminated including publications; however, no study participant
names or identifying information will be included. Research records will be secured in locked
files in the research on-campus offices; access to research records will be limited to the
researchers. Only the researchers will have access to the questionnaires. All data will be
permanently destroyed within five years of completing this study.
Voluntary Nature of the Study
Participation in this study is voluntary. If you chose to participate, you may withdraw from the
study at any time without penalty. There is no penalty or loss of benefits for not participating in
this study. A decision not to participate in the study will not affect your relationship with
Orangewood Children’s Foundation, United Friends of the Children, Promises 2 Kids, Cal Poly
Pomona Cal State Fullerton or the researchers in nay way.
Contacts and Questions
If you have immediate questions regarding this study, please ask them now. If you have any
questions later, you maybe contact Dr. Sean Hogan an at California State University, Fullerton,
Department of Social Work, P.O. Box 6868, Fullerton CA 92834-6868: (657) 278-84121: or
shogen@fullerton.edu.
Conflict of Interest
The researchers involved with this study have no financial interest or conflict related th to the
results of this study, or any organization involved in this study.
You will be given a copy of this form for your records.
Statement of Consent
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I have carefully read the above information. All information in this form has been explained to
me and I fully understand its content. I have received answerers to the questions I have asked. I
am at lest 18 years of age and I voluntarily agree to participate in this research.
Print Name of Participant: _______________________________________________________
Signature of Participant:__________________________________ Date:__________________
!
!
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Appendix B: Qualitative Research Questions
!
The following questions have been designed so that you may more thoroughly describe some of
the challenges, and benefits, you have encountered along your educational journey. The answers
to these questions can be as long or short as you like. These questions are about your individual
experiences; there are no right or wrong answers.
For the following questions, your answers will be recorded so that we may more accurately
capture your responses. All information provided will be kept strictly confidential.
TURN ON DIGITAL RECORDER.
IDENTIFY STUDY PARTICPANT BY ID NUMBER AND BEGIN ASKING
QUESTIONS.
Ask Question 1 only if respondent has prematurely separated form the institution.
1. What barriers or unmet needs made it difficult for you to maintain your enrollment or
progress in college?
PROBE: What contributed most to your having to leave school?
2. During your time at the university, how would you describe the relationships you
have made?
PROBE: What was easy about meeting new people?
What was difficult about meeting new people?
What type of people were you most comfortable around?
How would you describe your circle of friends?
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Ask Question 3 only if respondent has NOT prematurely separated from the institution.
3. What types of strength, skills or supports have you found mot useful in your
academic journey?
PROBE: What characteristics do you have that helped you be successful at
your university?
Ask Question 4 if responded participate in a campus support program.
4. Describe your experience in the (NAME OF CAMPUS SUPPORT PROGRAM).
PROBE: What was most beneficial about eh program?
Was there anything about the program you disliked?
What would you do to improve the program?
5. Currently, what types of supports are missing in your life?
PROBE: What types of supports do you thinks would help make you more
successful?
Academic supports; social supports; emotional supports; financial
supports? Explain.
!
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Appendix C: Quantitative Research Questions
!
The following questions are about the types of groups and organizations you belong to. I am
going to read a list of different types of groups and organization from school and the community.
Please tell me if you are an active member in any of these organizations. (If the respondent
indicates membership in a specific group or organization then ask about specific types of support
emotional, economic, and informational).
33. In the PAST 12 MONTHS have you been or are you an active member in a ……
Active member? In the PAST 12 MONTHS, did you receive from this group or
organization any emotional help, economic help, or assistance in helping you know or do
things?
Group or organization type Yes (1)
No (0)
Group Organization Type (1,0) Emotional Instrumental Informational
a. Political group
b. Religious or faith-based group
c. Self-help group
d. Athletic group off campus, including
physical fitness
e. Athletic group on campus, including
physical fitness
f. Social or cultural group on campus
g. Social or cultural group off campus
h. Campus support group (Guardian
Scholars or Renaissance Scholars)
i. Voluntary organization related to
foster youth (Orangewood, UFC, P2K,
California Youth Connection)
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j. Other voluntary organizations
k. Community group, such as residents
association, parent-teacher association
l. Gang
m. Other (Specify, ___________)
Campus Support Programs
FOR RESPONDT WHO ANSWERED “YES” TO QUESTION 33H:
The following questions are bout your participation in a cam pus support program for foster
youth such as the Guardian or Renaissance Scholars program. All of this information is strictly
confidential and your individual responses will not be shared with any university staff, nor will
your answers to these questions have any effect on your status as a campus support program
participant.
34. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: The services provide by the campus support
program have been very helpful in achieving my educational goals?
a. Strongly agree (1)
b. Agree (2)
c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
35. For you the MOST helpful service provided by the campus support program has been:
a. Academic support (1)
b. Emotional support (2)
c. Financial support (3)
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d. Housing support (4)
e. Informational support (5)
f. Social support, such as linking you to students (6)
g. Other (Specify_________________________) (7)
36. For you the MOST SECOND helpful service provided by the campus support program has
been:
a. Academic support (1)
b. Emotional support (2)
c. Financial support (3)
d. Housing support (4)
e. Informational support (5)
f. Social support, such as linking you to students (6)
g. Other (Specify_________________________) (7)
37. On average, how often did you communicate (face to face) with the staff of the campus
support program?
a. Less than once a month (1)
b. Once a month (2)
c. A few times a month (3)
d. Once a week (4)
e. A few times a week (5)
f. Once a day (6)
g. More than once a day (7)
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38. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: The staff of the campus program has been
very supportive?
a. Strongly agree (1)
b. Agree (2)
c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
39. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: I trust the staff of the campus support
program?
a. Strongly agree (1)
b. Agree (2)
c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
40. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: Most of the relationships I have developed
while attending this university are a result of my participation in the campus support program?
a. Strongly agree (1)
b. Agree (2)
c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
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41. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: The campus support program could do
more to help me as a student?
a. Strongly agree (1)
b. Agree (2)
c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
42. If you could receive additional support form the campus support program, in which area
would you like to receive more support?
a. Academic support (1)
b. Emotional support (2)
c. Financial support (3)
d. Housing support (4)
e. Informational support (5)
f. Social support, such as linking you to students (6)
g. Other (Specify_________________________) (7)
Education
46. What school are you currently or planning to attend in the Fall? ____________
47. What grade will you be in?
a. Freshman (1)
b. Sophomore (2)
c. Junior (3)
d. Senior (4)
e. Graduate (5)
f. Don’t know (6)
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48. During the past year, what types of grades did you receive?
a. Mostly A’s (1)
b. A’s and B’s (2)
c. Mostly B’s (3)
d. B’s and C’s (4)
e. Mostly C’s (5)
f. C’s and D’s (6)
g. Mostly D’s (7)
h. D’s and F’s (8)
i. Mostly F’s (9)
j. Don’t know (-8)
k. Refused (-9)
49. Approximately what is your cumulative college grade point average?
50. During the past year, did you receive a passing grade in all of the course you attempted (A
passing grade is D or better; an Incomplete is not passing)?
a. Yes (1)
b. No (0)
c. Don’t know (-8)
d. Refused (-9)
51. During the past year of all the courses you attempted, approximately how many did you not
receive a passing grade in?
a. Once course (1)
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b. Two courses (2)
c. Three courses (3)
d. More than three courses (4)
52. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: I am not sure I belong at a four-year
university?
a. Strongly agree (1)
b. Agree (2)
c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
53. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: Last year, academically, I was well-
prepared for school?
a. Strongly agree (1)
b. Agree (2)
c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
54. On a scale from 1 to 5, with 1 being “Strongly agree” and 5 being “Strongly disagree,” how
much would you agree with the following statement: Last year, emotionally, I was well-
prepared for school?
a. Strongly agree (1)
b. Agree (2)
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c. Neither agree nor disagree (3)
d. Disagree (4)
e. Strongly disagree (5)
55. Do you CURRENTLY have an adult in your life who you would consider to be a mentor,
either formally or informally?
a. Yes (1)
b. No (0)
56. Do you CURRENTLY have someone ON CAMPUS who you would consider to be a
mentor, either formally or informally?
a. Yes (1)
b. No (0)
57. What is the status or position of your on-campus mentor?
a. Campus support program staff member (1)
b. Academic faculty member (e.g. dean, professor, lecturer) (2)
c. Athletic instructor or coach (3)
d. Student (Graduate or undergraduate) (4)
e. Other (Specify,________________) (5)
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Appendix D: Research Questions and Interview Grid
Research Question #1
What perceptions do foster youth have regarding how their personal relationships and social
support networks have facilitated their transition to college?
Qualitative Questions:
Question 2. During your time at the university, how would you describe the relationships you
have made?
Question 2a (Probe). What was easy about meeting new people?
Question 2b (Probe). What was difficult about meeting new people?
Question 2c (Probe). What type of people were you most comfortable around?
Question 2d (Probe). How would you describe your circle of friends?
Question 4. Describe your experience in the (Name of campus support program)?
Question 4a (Probe). What was most beneficial about the program?
Question 4b (Probe). Was there anything about the program you disliked?
Question 4c (Probe). What would you do to improve the program?
Question 5. Currently what types of supports are missing in your life?
Question 5a (Probe). What types of supports do you think would help make you more
successful?
Question 5b (Probe). Academic supports; social supports; emotional supports; financial supports?
Explain.
Quantitative Questions:
Question 33. In the past 12 months, have you been or are you an active member in any of the
following groups (See Appendix C).
Question 34 (Only if answered “Yes” to question 33h). The services provided by the campus
support program have been very helpful in achieving my educational goals.
Question 35. For you the most helpful service provided by the campus support programs has
been (a. Academic Support, b. Emotional Support, c. Financial Support, d. Housing Support, e.
Informational Support, f. Social Support, g. Other).
Question 36. For the you the second most helpful service provided by the campus support
program has been (a. Academic Support, b. Emotional Support, c. Financial Support, d. Housing
Support, e. Informational Support, f. Social Support, g. Other).
Question 37. On average, how often did you communicate (face-to-face) with the staff of the
campus support program? (a. Less than once a month, b. Once a month, c. A few times a month,
d. Once a week, e. A few times a week, F. Once a day, G. More than once a day)
Question 38. On a scale from 1 to 5 how much would you agree with the following statement:
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The staff of the campus support program has been very supportive (1. Strongly agree, 2. Agree,
3. Neither agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 39. On a scale from 1 to 5, how much would you agree with the following statement: I
trust the staff of the campus support program (1. Strongly agree, 2. Agree, 3. Neither agree nor
disagree, 4. Disagree, 5. Strongly disagree).
Question 40. On a scale from 1 to 5, how much would you agree with the following statement:
Most of the relationships I have developed while attending this university are a result of my
participation in the campus support program (1. Strongly agree, 2. Agree, 3. Neither agree nor
disagree, 4. Disagree, 5. Strongly disagree).
Question 41. On a scale from 1 to 5, how much would you agree with the following statement:
The campus support program could do more to help me as a student? (1. Strongly agree, 2.
Agree, 3. Neither agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 42. If you could have received additional support from the campus support program, in
which area would you like to receive more support: (a. Academic Support, b. Emotional Support,
c. Financial Support, d. Housing Support, e. Informational Support, f. Social Support, g. Other).
Question 53. On a scale from 1 to 5, how much would you agree with the following statement: I
am not sure I belong at a four-year university (1. Strongly agree, 2. Agree, 3. Neither agree nor
disagree, 4. Disagree, 5. Strongly disagree).
Question 54. On a scale from 1 to 5, how much would you agree with the following statement:
Last year, academically, I was well-prepared for school (1.Strongly agree, 2. Agree, 3. Neither
agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 55. On a scale from 1 to 5, how much would you agree with the following statement:
Last year, emotionally, I was well-prepared for school (1.Strongly agree, 2. Agree, 3. Neither
agree nor disagree, 4. Disagree, 5. Strongly disagree).
Question 56. Do you currently have an adult in your life who you would consider to be a mentor,
either formally or informally (a. Yes, b. No)?
Question 57. Do you currently have someone on campus who you would consider to be a mentor
either formally or informally (a. Yes, b. No)?
Question 58. (If yes to question 57) – What is the status or position of your on-campus mentor (a.
Campus support program staff member, b. Academic faculty member/lecturer/professor, c.
Athletic instructor or coach, d. Student/graduate student/student assistant/tutor, e. Other)?
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Research Question #2
What personal skills can foster youth utilize to develop a social support network?
Qualitative Questions:
Interview Question 3. What types of strengths, skills, or supports have you found most useful in
your academic journey?
Interview Question 3a (Probe). What characteristics do you have that have helped you be
successful at your university?
Research Question #3
What are the persistence characteristics of foster youth at four-year institutions after completing
their first year as a college student?
Quantitative Questions:
Question 48. During the past year, what type of grades did you receive (a. Mostly A’s, b. A’s and
B’s, c. Mostly B’s, d. B’s and C’s, e. Mostly C’s, f. C’s and D’s, g. Mostly D’s, h. D’s and F’s, i.
Mostly F’s, j. Don’t know, k. Refused).
Question 49. Approximately what is your grade point average?
Question 50. During the past year, did you receive a passing grade in all of the courses you
attempted? A passing grade is a D or better; an Incomplete in not passing. (a. Yes, b. No, c.
Don’t know, d. Refused).
Question 51. During the past year, of all the courses you attempted, approximately how many did
you not receive a passing grade in (a. One course, Two courses, x. Three courses. D. More than
three courses).
Abstract (if available)
Abstract
This study includes the integration of four theoretical frameworks contributing to the success foster youth experience when pursuing higher education. Student Involvement Theory, Social Capital Theory, Resiliency Theory are all interwoven as the research is applied to the Bio-Ecological Theory of Human Development which is essential for conceptualizing relationships over time. The purpose of this study is to explore the first year experiences of foster youth pursuing higher education and their perceptions about how personal connections, social networks and social capital supported their persistence. Hence, how does social support networks affect the first-year experiences of foster youth admitted to four-year institutions, is the overarching research question of this study. A mixed methodology was utilized analyzing data, which is part of Hogan’s Foster Youth in Higher Education Study conducted in 2012. This longitudinal study included quantitative data and qualitative interviews related to first-year experiences. The sample population included 30 students who had a history of participation in the foster care system. The analysis of this research provides insight in understanding how student needs pertaining to connectivity and relationship development align with support services being offered and their impact. Findings revealed that a total of 25 (83%) participants persisted to year two and five (17%) did not persist to year two. This study may be influential in minimizing the educational achievement gap for foster youth as current research is rare where the focus is on the personal experiences of foster youth and their ability to access social and emotional support in higher education.
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Asset Metadata
Creator
Castillo Johnson, Grace
(author)
Core Title
First year experiences contributing to foster youth higher education attainment
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
11/09/2016
Defense Date
08/16/2016
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
first year experiences,foster youth,Higher education,OAI-PMH Harvest
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tobey, Patricia E. (
committee chair
), Crispen, Patrick D. (
committee member
), Hogan, Sean R. (
committee member
)
Creator Email
gracecastillojohnson@gmail.com,gracemailat@gmail.com
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https://doi.org/10.25549/usctheses-c40-319552
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UC11214782
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Tags
first year experiences
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