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Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth

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Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth

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Content Running Head: PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 1

Beating the Odds:
Applying The Positive Deviance Framework to Address the Academic Underachievement of
Foster Youth

Daniel J. Diaz

University of Southern California

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 2
Table of Contents

Abstract…………………………………………………………………………………… 4

Chapter 1: Introduction…………………………………………………………………… 5
Statement of the Problem…………………………………………………………..8
Purpose of the Study……………………………………………………………… 8
Research Questions…………………………………………………………………9
Significance of the Study…………………………………………………………...9
Definition of Terms………………………………………………………………... 12
Delimitations………………………………………………………………………. 14
Limitations…………………………………………………………………………. 14
Chapter 2: Literature Review………………………………………………………………. 16
Foster Care in the United States……………………………………………………..16
Normative Outcomes for Foster Youth…………………………………………….. 28
Challenges and Obstacles to Academic Success…………………………………… 30
Success Factors……………………………………………………………………... 36
Recommendations to Improve the Academic Outcomes for Foster Youth………… 39
Positive Deviance………………………………………………………………….... 44
The Positive Deviance Approach…………………………………………………….44
The History of Positive Deviance……………………………………………………46
Defining the Positive Deviance Construct…………………………………………...47
Adaptability of the Positive Deviance Framework…………………………………..48
Study Framework…………………………………………………………………….52

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 3
Chapter 3: Methodology………………………………………………………………………55
Research Questions…………………………………………………………………...55
Theoretical Framework……………………………………………………………....55
Sample……………………………………………………………………………….56
Instrumentation……………………………………………………………………....60
Data Collection Procedures…………………………………………………………..62
Data Analysis………………………………………………………………………...62
Ethical Considerations……………………………………………………………….63
Chapter 4: Results………………………………………………………………………….....65
The Positive Deviants and Essential Persons………………………………………...66
Challenges Faced by Foster Youth…………………………………………………..71
Strategies and Behaviors Used by Positive Deviant Foster Youth…………………..86
Chapter Summary…………………………………………………………………...106
Chapter 5: Discussion and Implications for Practice………………………………………..106
Conceptual Framework Revisited…………………………………………………...107
Implications for Practice……………………………………………………………..109
Study Challenges, Limitations and Implications for Future Research………………118
Conclusion…………………………………………………………………………...120
References……………………………………………………………………………………121
Appendix A: Information Sheet……………………………………………………………...129
Appendix B: Consent Form…………………………………………………………………..131
Appendix C: General Recruitment Letter……………………………………………………132
Appendix D: Interview Guides………………………………………………………………133

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 4
Abstract

This study utilized the theory of positive deviance to explore the challenges and success factors
for foster youth who have attained a postsecondary education. To accomplish this, twelve
interviews were conducted. Six interviews were conducted with college-going foster youth and
six adults who served as mentors for the foster youth participants while they were enrolled in
high school. Results revealed that foster youth faced challenges connected to transience,
dysfunctional behavior, abuse, and academic struggles. However, the foster youth that
participated in this study mitigated these challenges by utilizing specific strategies including
exhibiting help-seeking behaviors, academic self-regulation, self-advocacy, and utilizing support
systems. Findings from this study have significant implications for foster youth hoping to attain
a postsecondary education (e.g., mentoring other foster youth), as well for foster parents, high
schools, colleges and foster youth organizations seeking to aid in the academic achievement of
foster youth (e.g., utilizing resources available to foster youth).

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 5
Chapter 1
Overview of the Study

Introduction

The underachievement of foster youth in America is well documented, yet solutions to
this problem remain elusive and unimplemented. As of September 30, 2010, there were 408,425
children in foster care (U.S. Department of Health and Human Services, 2011). Foster youth are
44% less likely to graduate from high school than their peers, and those that are emancipated
(independent after age 18) are even less likely to graduate or earn their General Educational
Development (GED) (Beisse, Atkins, Scantlen & Tyre as cited by Cowan & McKellar, 2011).
Furthermore, 34% of children in foster care end up in public welfare programs, and,
approximately, a quarter of those who are emancipated end up homeless (Casey Family
Programs, 2003; Vacca, 2008).
Academically, foster youth consistently underperform when compared to their peers.
Standardized testing scores for foster students are, on average, 15 to 20 percent lower than non-
foster students (Beisse et al. as cited by Cowan & McKellar, 2011). Foster youth are also less
likely to take rigorous courses; according to Casey Family Programs (2003), only 15% of foster
youth are enrolled in college preparatory (AP and Honors) courses, compared to 32% of non-
foster youth. Foster youth also have higher rates of absenteeism and tardiness, are more likely to
be disciplined or suspended from school, and are 26 to 40 percent more likely to repeat one or
more grades. (Emerson & Lovitt, 2003). Less than 25% of foster students who graduate high
school go on to enroll at a postsecondary institution (Wolanin, 2005).
An inadequate K-12 education that does not extend beyond secondary school can have
economic consequences. Recent research reveals that more than two-thirds of new jobs created
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 6
between 2000 and 2010 require a college education, with the fastest growing and best paying
jobs requiring the most education (Carnevale & Desrochers, 2003; Herlihy & Quint, 2006).
According to Altshuler (2003), educational insufficiencies that occur while a child is in foster
care have a direct relationship to several struggles foster youth experience as adults, such as
unstable employment, housing and self-sufficiency.
Emancipation is another contributing factor that hinders many foster youth from attaining
a postsecondary education. Often times, foster youth enter their adult lives ill-equipped because
they “age out” or are emancipated from the foster care system at age 18 to 21, whether or not
they possess the skills necessary to succeed independently. For example, in 2002, 61% of
emancipated foster youth had no job experience, less than 50% were employed, and only 40%
managed to maintain their employment status for over a year (Yu, Day, & Williams, 2002).
Unemployment often results in criminal activity: Zetlin, Weinberg and Shea (2010) found that
25% of emancipated foster youth had been incarcerated. Emancipation can also result in foster
youth losing their housing and medical coverage (Vacca, 2008).
The instability experienced by foster youth also impacts their academic progress.
Approximately half of all foster students change schools at least four times after beginning their
formal education (Emerson & Lovitt, 2003). Frequent school transfers hinder foster youth from
establishing supportive peer networks which many have identified as being important for
academic success (Altshuler, 2003; Merdinger, 2005; Heffernan, 2010; Cowan, & McKellar,
2011). In addition, constant movement results in gaps in content knowledge and skills, an
increased possibility of failing a grade, behavioral problems, and a decreased chance of
graduation (Casey Family Project, 2004).
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 7
The lack of interagency collaboration between child welfare services, school districts,
and local government agencies further contribute to the academic barriers most foster youth
struggle to overcome. Foster youth typically experience placement and school instability (Vacca,
2008). Often vital academic, behavioral and medical records, whose confidentiality are protected
by federal and state laws, are not transferred to new school districts, or arrive after the school has
placed the foster youth in his/her classes (Reynolds, 2011). In addition, many caregivers are ill-
informed and unaware of special education laws, further contributing to the academic
deficiencies the majority of foster youth experience (Emerson & Lovitt, 2003; Vacca, 2008). The
lack of interagency collaboration can also create a negative perception of foster youth from
teachers who feel uninformed and powerless to deal with foster youth who typically transfer into
their classroom after the school year has begun (Altshuler, 2003).
Foster youth often struggle with emotional and behavioral issues typically caused by
circumstances out of their control. According to Merdinger (2005), educational risk factors for
foster youth are often associated with their experiences in the foster care system. Separation from
family-of-origin often results in post-traumatic stress disorder, which can manifest itself in
behavioral and emotional problems (McKellar, & Cowan, 2011; Reynolds, 2011). Many foster
youth are also victims of prenatal drug and alcohol exposure, resulting in learning disabilities
and/or behavioral problems for 52% of the population (Kang, 2003; Vacca, 2008). These
emotional and behavioral setbacks produce another barrier to academic achievement. Emerson
and Lovitt (2003) found that many foster youth were placed into special education classes as a
result of their emotional or behavioral outbursts. Unfortunately, placement in special education
increases the chances of suspension and other disciplinary actions, and decreases the likelihood
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 8
that foster youth will graduate from high school (Emerson, & Lovitt, 2003; Zetlin, Weinburg, &
Shea, 2006).
Statement of the Problem
Foster youth have higher drop out and truancy rates, experience more emotional and
psychological issues than non-foster youth, struggle to find employment and housing upon post-
emancipation, and rarely attain a postsecondary education (Finkelstein, Wamsley, & Miranda,
2002; Murray, & Gesiriech, 2004; Casey Family Project, 2004; Weinburg, & Shea, 2006; Vacca,
2008; Zetlin, MacLeod & Kimm, 2012). Furthermore, recent research has shown that a college
education is a key component of being able to succeed in today’s economy (Carnevale &
Desrochers, 2003; Herlihy & Quint, 2006). The literature on foster youth has been primarily
deficit-based. The various challenges faced by foster students that result in academic
underachievement have been thoroughly documented. Although recent literature has focused on
success stories experienced by a minority of foster youth, very few studies have focused on
capturing the specific behaviors and actions of foster youth that enable them to succeed.
Purpose of the Study
The barriers to academic success for foster youth are numerous and any attempt to solve
these problems through federal and state initiatives and programs, public school interventions,
and foster care system reconfigurations has thus far failed. Although a substantial body of
research on the academic and social welfare of foster youth exists, the primary focus of these
studies has been to document the root of the problem and provide recommendations for child
welfare services, public school employees, and policy makers.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 9
This study attempted to uncover the uncommon practices and strategies of successful
foster youth who resided in Ranchito and attended Pio Pico High School
1
. Pio Pico High School
was chosen for this study because 1) it is located in an urban, low-income neighborhood which is
reflective of settings where most foster youth struggle academically; 2) The school’s student
population is 97% Latino America which is representative of the largest foster youth group in
Los Angeles County; and 3) It is located in a city that has one of the higher concentrations of
foster youth in Los Angeles Country (www.ed-data.k12.us, 2012; Needell et al., 2012).
For the purposes of this study, “successful foster youth” was defined as foster youth who
graduated from Pio Pico High School and currently attend a community college or four-year
institution. The practices and strategies of these successful foster youth were uncovered using the
theoretical framework of positive deviance. According to Pascale, Sternin and Sternin (2010),
positive deviance is an asset-based approach to the inquiry process used to identify the
uncommon behaviors and strategies of particular community members who have been able to
stray from the norm and overcome the contextual roadblocks that have traditionally plagued the
community as a whole. This approach is especially useful in addressing intractable problems for
which no answers have been found.
Research Questions
Using the positive deviance framework, this study sought to address the following
research questions:
1. What were the challenges faced by foster youth who attained a postsecondary education?
2. What are the behaviors and strategies of these positive deviants?

1
A Pseudonym
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 10
3. How do positive deviant foster youth utilize these strategies and behaviors to facilitate
success?
Significance of the Study
This study has important theoretical and ethical implications, as well as important
practice outcomes. In March of 2010, President Obama announced the reauthorization of the
Elementary and Secondary Education Act (ESEA) to include a requirement that all high school
students graduate on time and are career ready upon graduation by 2020. According to Wolanin
(2005), only 50% of foster youth graduate from high school. Of those, only 10 to 20 percent
attain a postsecondary education, but only 1 to 5 percent will graduate from college (2005). If
foster youth continue on this current trajectory they will not only fail to reach the ESEAs
ambitious benchmarks, they will continue to experience the struggles that have afflicted their
community for so long.
Theoretical Implications
Positive deviance is a relatively new approach in the field of action research and has not
been widely used in the field of education. The framework has been successful in addressing
malnutrition in Vietnam, enhancing sales for MERCK Pharmaceutical in Mexico, advocating
against female genital mutilation in Egypt, and reducing childhood Anemia in Palestine (Pascale
et. al., 2010; positivedeviance.org, 2012). The framework has been used to decrease high school
drop out rates in California as well as improve student achievement for students in New Jersey
public schools (2012). Hence, the use of the framework in this study extends the theory to
additional inquiry in the field of education.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 11
Ethical Implications
Moreover, this study has important social justice implications for the community of
Ranchito which is located in Los Angeles County. Ranchito is a small suburb that is home to
approximately 63,000 residents, 92% of which are Latino-American. (http://www.city-
data.com/city/Ranchito-California.html, 2012). Ranchito is also home to a significant number of
foster youth, the majority of which struggle academically and behaviorally. According to
McCroskey and Watson (2005), in 2005, there were over 300,000 foster and probation youth
living in the United States, one-fifth of whom lived in California. Of these, approximately
62,360 resided in Los Angeles County (2005). Only 50% of foster youth in Los Angeles County
graduate high school (Wolanin, 2005). Foster youth are typically marginalized, making them
more “academically vulnerable” than other populations in America’s public schools (Zetlin et
al., 2006). When compared to their peers, they underachieve in the classroom, have lower GPAs
and graduation rates, and are more prone to disciplinary actions (Emerson & Lovitt, 2003).
Furthermore, they are also predominantly members of ethnic minority groups like Latino and
African Americans, both of which have lower graduation and post-secondary schooling rates
(Casey Family Programs, 2003). Inadequate health coverage, high transient rates, and academic
underachievement have left many foster youth feeling hopeless and powerless (Reynolds,
2011). Furthermore, recent research has shown that a college education is a key component of
being able to succeed in today’s economy (Carnevale & Desrochers, 2003; Herlihy & Quint,
2006). A positive deviance approach empowered the foster youth of Ranchito by focusing on
successful behaviors and actions rather than deficits. This study, with its focus on assets and
positive behaviors can offer new strategies that can be used by the community to improve
academic outcomes for foster youth.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 12
Definition of Terms
There are a number of terms that will be referenced in the study. These terms are defined
as follows:
A. Positive Deviant- Pascale et al. (2010) define positive deviants as “…a few individuals or
groups who have found uncommon practices and behaviors that enable them to achieve
better solutions to problems than others within the community who face the same
challenges and barriers” (p. 183). In this study foster youth who have graduated from Pio
Pico High School and have gone on to attain a postsecondary degree are considered
positive deviants.
B. Successful Foster Youth - a positive deviant foster who has attained a postsecondary
education at a college, university or community college.
C. Belongingness - the human need to be an accepted member of a family, friends, co-
workers, peers, clubs, athletic teams or some other group or organization.
D. Emancipation - the “process by which the foster youth is released from dependency status
of the state-funded child welfare system due to court proceeding. Depending on the state,
this action occurs between ages 18-21” (Harris-Sims, 2006, p. 6) Legally, this is known
as “age of majority”, also referred to as “aging out”.
E. Foster Care - a planned service for children who are unable to live with their biological or
birth parents. Children in foster care may live with unrelated foster parents, with families,
with relatives, or in group homes or residential treatment centers (Emerson & Lovitt,
2003).
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 13
F. Family Educational Rights and Privacy Act of 1974 (FERPA) -FERPA states that a
youth’s educational record cannot be released to a third party without the written consent
of a parent.
G. Health Insurance Portability and Accountability Act (HIPPA) - protects the privacy of
individually identifiable health information.
H. Chafee Foster Care Independence Program (CFCIP) – A piece of legislation passed in
1999 that doubled the annual funds available to state child welfare services, expanded the
population of foster youth eligible to receive independent living services, and provided
states with more flexibility in designing Individual Living Programs (Fernandes, 2008).
I. Independent Living Program (ILP) - Created in order to help foster children transition to
adulthood (Murray and Gesiriech, 2004). ILPs provide assistance to foster youth. with
training in everyday “life skills”, financial management, and vocational training
J. Individualized Educational Program (IEP) - personalized educational plans prepared for
students that have mental or physical disabilities. IEPs are mandated by the Individuals
with Disabilities Education Act (IDEA), which was passed in 1990.
K. Section 504 Plan - a legal document that outlines the instructional needs and
accommodations needed by students with disabilities
L. California Fostering Connections to Success Act – AB12 was passed in 2008 The law
increased the age that foster youth can continue to receive foster care services from 18 to
21 if they fulfill certain academic and employment-related criteria (Alliance of Children’s
Rights; John Burton Foundation; & Children’s Law Center, 2013).
M. Ensuring Educational Rights and Stability for Foster Youth –AB 490 (Youth Law Center,
2003) was passed by the California legislature in an effort to improve educational
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 14
outcomes for foster youth. This law allows foster youth to remain in their school of
origin, for the year, if a placement change occurs. Additionally, schools cannot deny
enrollment foster youth whose records have not transferred into their district nor can
count an absence against a foster youth who has missed school for a child welfare related
issue.
N. Local Educational Agencies (LEAs) – More commonly known as a school district.
According to AB 490 (Youth Law Center, 2003), LEAs must designate a member of their
staff to be a foster care liaison to ensure proper placement, transfer and school
enrollment.
O. Permanency Plan - A permanency plan determines whether the child is to be returned to
his/her parents if the court deems that rehabilitation is a viable option, or the court
decides the terminate the relationship with the family of origin and places the child up for
adoption and in the foster care system (Bass, Shields, & Behrman, 2004).
P. Court Appointed Special Advocates (CASAs) - CASAs are volunteers that are trained as
mentors and are assigned to a child or siblings for an extended period of time. They
submit written reports to the court in order to update the judge on the progress of the
child as well as address the court on the child’s behalf (Bass, Shields, & Behrman, 2004).
Delimitations
This study was not intended to add to the literature on the root causes of foster student
underachievement; the research in that area is plentiful. Instead, this study sought to find
solutions to the problems outlined in much of the research. The positive deviance framework
assumes the existence of a problem and seeks out individuals that have been able to succeed
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 15
where most have failed. Because the positive deviance framework was the theoretical foundation
of this study, the focus was on behavior exhibited by successful foster youth.
The sample of positive deviants was limited to foster youth who graduated from Pio Pico
High School, were enrolled in a community college or four-year institution, and who were ages
eighteen or older.
Limitations
This study had some limitations. First, this study was limited by its small sample size,
limiting its generalizability. Furthermore, since this study was confined to the city of Ranchito,
its findings may not be generalizable to other locales.
Organization of the Study
This dissertation is organized into five chapters. Chapter 1 provided an introduction to the
struggles faced by foster youth and their significance in the current educational context. Chapter
2 reviews the extant literature related to the normative outcomes and academic barriers
experienced by foster youth. The literature review also discusses recommendations to improve
the outcomes of foster youth and provides an overview of studies that have focused on foster
youth who have attained a postsecondary education. Additionally, Chapter 2 presents the concept
of positive deviance and the research that has been conducted utilizing this approach. Chapter 3
details the methodology that was used in the developing and implementing the study. Chapter
Four describes the results of the qualitative analyses. Finally, Chapter Five discusses the
implications for research and practice.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 16
Chapter 2
Literature Review

This study focused on foster youth who have managed to overcome the normative
outcomes experienced by their community through their attainment of a postsecondary
education. By utilizing the theory of Positive Deviance this study sought to identify the
behaviors and strategies implemented by college-going foster youth from Ranchito, California.
This section begins with a brief history of foster care in the United States, as well as the
current state of foster care in California and Los Angeles County. Discussion then turns to the
normative outcomes experienced by foster youth and how these outcomes create contextual
barriers that often result in academic underachievement. Attention is then given to the various
research-based recommendations made by experts who have urged schools and policymakers to
address the problems within the foster care system. Followed by the success factors that have
resulted in academic success for some foster youth. This section concludes with a review of the
literature related to the theory of Positive Deviance and how the theory has been applied to a
myriad of settings in which intractable problems exist.
Foster Care in the United States
Foster Care Defined
A review of how the extant literature defines the term foster care is important in
establishing the true complexity of our current system. Lewitt (1993) provides a clear definition
of foster care - “the formal out-of-home placement of children in alternative residential settings”
(p.193). The phrase “alternative residential settings” is elaborated in a study conducted by Bass,
Shields, and Behrman (2004) who define foster care as “all out-of-home placements for children
who cannot remain with their birth parents. Children may be placed with non-relative foster
families, with relatives, in a therapeutic or treatment foster care home, or in some form of
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 17
congregate care, such as an institution or a group home” (p.6). Reynolds (2011), provides
succinct definitions of the types of foster care typically used:
• Emergency Care – occurs when the child is without any family to care for him/her or
circumstances are such that the child must be removed from the home.
• Long-term Care – is used when a child cannot be reunited with his family of origin
• Traditional Care – is used when a child has been removed from his/her home due to
neglect with the hope that through treatment and interventions the child will be able to
reunite with his family of origin.
• Therapeutic Care – is used for children who have a history of medical issues and /or
trauma such as posttraumatic stress disorder (PTSD) or other serious emotional or
behavioral issues.
Although some foster youth are eventually adopted or reunited with their family of
origin, many remain in the foster care system until they emancipate. Our current foster care
model is the product of various nineteenth and twentieth century reform movements, the Social
Security Act of 1935, and subsequent legislation that has expanded the scope of the system over
the last eighty years (Cook, 1995). In order to gain a better understanding of the foster care
system in America, it must be placed in its historical context.
Historical Context
In the 1700s, children whose parents could not provide them with sufficient support were
informally adopted into families as indentured servants or were placed in “orphanage asylums”
(Cook, 1995; Murray, & Gesiriech, 2004). In the early 1820s, a wave of reform movements
emerged with a focus on addressing certain social issues such as crime, education, women’s
suffrage and orphaned youth. The first orphanages were created by charitable organizations
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 18
typically affiliated with religious institutions (Murray, & Gesiriech, 2004). One such orphanage
was the Children’s Aid Society, which was founded by Charles Loring Brace in 1853 (Cook,
1995). Originally educated as a minister, Brace ultimately decided to dedicate his life to helping
the estimated 30,000 homeless children that were living in New York City. Brace believed that
these homeless children could be transformed into productive members of society if they were
educated, employed, and placed in a family atmosphere. Brace’s program of relocating children
from New York City to families in the Midwest was dubbed the “orphan train strategy”. The
Orphan Train Movement, as it has since become known, was in operation until the early 20
th

century and established our modern American foster care system (1995).
Legislative History. Federal and state legislation focused on child abuse prevention
emerged in the midst of the Progressive Era (1900-1920) (Murray, & Gesiriech, 2004). It was in
this context of reform that President Theodore Roosevelt held the first national conference on the
needs of foster children and established the Federal Children’s Bureau. The Stock Market Crash
of 1929 ushered in an era of reform and regulation during President Franklin Delano Roosevelt’s
“New Deal.” Perhaps the most important law to come out of the New Deal was the Social
Security Act of 1935. Among its many provisions, the Social Security Act (via Title IV-B)
authorized the first federal grants for child welfare services. Since then, federal and state
legislation have expanded child welfare services to provide more assistance to foster children,
parents and schools (Murray, & Gesiriech, 2004; Reed, & Karpilow, 2009).
A major amendment to the Social Security Act occurred in the 1960s when the state of
Louisiana dismissed 23,000 children from welfare services because they were born out of
“wedlock.” As a result, the Federal government implemented the so-called “Flemming Rule”,
which declared that no state could deny services to any child living in households that were
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 19
deemed unsuitable. Instead states were required to 1) make the home suitable or 2) remove the
child and place them him/her in foster care (Murray, & Gesiriech, 2004). In 1967, the Social
Security Act was once again amended so that the federal government could require all states to
provide funding for child abuse prevention and treatment (Reed, & Karpilow, 2009).
By the 1970s, the amount of children entering foster care dramatically increased, as did
their length of stay (Murray, & Gesiriech, 2004). This resulted in the Adoption Assistance and
Child Welfare Act of 1980, which created Title IV-E of the Social Security Act. According to
Murray and Gesiriech (2004), this law established our modern child welfare system as it marked
the beginning of the federal government’s oversight of the entire foster care system. Specifically,
the act:
• Established federal procedural rules of the foster care system;
• Required states to develop plans regarding their child welfare services plan;
• Required states to make efforts to keep families together;
• Created an adoption assistance plan;
• Required the courts to review child welfare cases (2004).
Although Title IV-E resulted in an initial decrease in the number of children entering
foster care and the length of their stay; soon after, in the early 1980s, the amount of children in
the system almost doubled (Murray, & Geisriech, 2004). Lewitt (1993) believes that the crack
cocaine epidemic of the 1980s produced this surge in the foster youth population:
…[the epidemic’s] greatest impact has been in the number of very young infants entering
foster care as a result of prenatal drug usage, drug toxicity at birth, and inadequate
parenting in the period immediately after birth. (p.196)

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 20
In 1993, efforts were made to curb increasing numbers of youth in foster care when the
Family Preservation and Family Support Services Program Act was passed. This law provided
support for child abuse prevention and support programs as well as for families whose children
were at risk of being removed (Murray and Gesiriech, 2004).
Other key changes to the foster care system since 1993 include:
• The Child Welfare Waiver Program of 1994 supports state-based innovative
approaches to the system.
• The Multi-Ethnic Placement Act (MEPA) of 1994 prohibits the denial of adoption
of foster care services to children based on ethnicity.
• The Adoption and Safe Families Act (ASFA) of 1997 focused on increased
accountability for states through the use of performance outcomes that address
child safety, increased adoption, and the use of innovative financing and delivery
of services (2004).
• The Higher Education Opportunity Act (HEOA) of 2008 includes a handful of
amendments aimed at increasing post-secondary opportunities for foster youth
(US Department of Education, 2008).
Legislation Addressing Emancipation and Education. Since this study focused on
foster youth who were able to access a postsecondary education, it is important that attention is
given to legislation that addresses independence and adulthood. The most important law
addressing this issue was passed in 1986 out of concern that foster youth who were emancipated
were not equipped to succeed independently (Murray and Gesiriech, 2004). As a result, the
Independent Living Program (ILP) was created in order to help foster children transition to
adulthood (2004). ILPs provide assistance to foster youth with training in everyday “life skills”,
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 21
financial management, and vocational training. In 1999, the John H. Chafee Foster Care
Independence Act replaced the ILP with the Chafee Foster Care Independence Program (CFCIP)
(Fernandes, 2008). The law doubled the annual funds available to states, expanded the
population of foster youth eligible to receive independent living services, and provided states
with more flexibility in designing ILPs (2008). In addition, the law allows states to grant former
foster youth the ability to continue to receive aid until age 21. (Murray, & Gesiriech, 2004;
Fernandes, 2008; Reed, & Karpilow, 2009). In response to this law, the state of California passed
the California Fostering Connections to Success Act (AB12) in 2008 (Alliance of Children’s
Rights et. al., 2013). The law increased the age that foster youth can continue to receive foster
care services from 18 to 21 if they meet one of the following criteria:
• Graduate high school or earn a GED;
• Enroll in college (community or four-year) or a vocational school;
• Participate in a program designed to aid with employment;
• Are employed for at least 80 hours a month or;
• Are unable to do any of the above due to medical complications (2012).
In 2003, AB 490, or the Ensuring Educational Rights and Stability for Foster Youth, was
passed by the California legislature in an effort to improve educational outcomes for foster
youth. This law allows foster youth to remain in their school of origin, for the year, if a
placement change occurs. Additionally, schools cannot deny enrollment to foster youth whose
records have not transferred into their district, nor can they count an absence against a foster
youth who has missed school for a child welfare related issue. The law also requires that schools
and child welfare agencies work together to ensure the timely transfer of school records when a
foster youth changes schools. Most importantly, the bill requires that Local Educational
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 22
Agencies (LEAs) designate a member of their staff to be a foster care education liaison to ensure
proper placement, transfer and school enrollment (Children’s Law Center of Los Angeles,
2003). Despite the efforts of federal, state and local governments, foster youth continue to
struggle post-emancipation and lag behind their peers academically (Reed, & Karpilow, 2009).
The Foster Care System
As of 2010, 408,425 children were in foster care (Adoption and Foster Care Analysis and
Reporting System [AFCARS], 2011). Caucasian-Americans, African-Americans and Latino-
Americans make up 91% of the foster youth population (2011). These children are subject to a
complex foster care system. Children are referred to foster care for several reasons, but,
typically, referrals are due to family abuse (physical, sexual or neglect) or the family’s inability
to provide a stable and safe home for the children (Bass et al., 2004). Not all referrals result in
removal from family of origin. For example, in 2001 approximately three million referrals were
made to child protective services. Within that population, 900,000 children were victims of
maltreatment; the courts decided that 290,000 needed to be placed in foster care (Bass et al.,
2004).
Reed and Karpilow (2009) describe the child welfare system as a combination of various
local, state and federal agencies, the court system, and private organizations. Although local and
state governments have a tremendous amount of control in how they handle their foster care
systems, the federal government is the ultimate authority. The U.S. Department of Health and
Human Services (DHHS) creates and implements legislation and provides funds so that each
state can carry out the laws and programs. DHHS holds all states accountable through federal
oversight reviews which determine which states are out of compliance with regulations, are
improving or are doing neither. The DHHS is made up of the Administration for Children and
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 23
Families and the Centers for Medicaid and Medicare Services. Both agencies are responsible for
overseeing that the necessary services are provided to children and families within each state’s
child welfare system (2009). Figure 1, from Reed and Karpilow (2009), provides a visual
representation of America’s foster care system.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 24
Figure 1. Reed and Karpilow’s (2009) Graphic Organizer of California’s Child Welfare System:
Primary Institutions

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 25
The Court System. Each state’s court system plays a major role in the fate of foster
youth. In addition to determining whether to remove children from their family of origin, the
state courts also develop a “permanency plan” (Bass, Shields, & Behrman, 2004). A permanency
plan determines whether the child is to be returned to his/her parents if the court deems that
rehabilitation is a viable option, or the court decides to terminate the relationship with the family
of origin and place the child up for adoption in the foster care system. Many courts rely on foster
care advocates known as Court Appointed Special Advocates (CASAs). CASAs are volunteers
that are trained as mentors and are assigned to a child or siblings for an extended period of time.
CASAs submit written reports to the court in order to update the judge on the progress of the
child, as well as address the court on the child’s behalf (2004).
Out-of-home Placement. Once the court has determined that a child needs to be
removed from their family, he or she enters into emergency care, long-term care, traditional care
or therapeutic care (Reynolds, 2011). Reunification is the primary goal of the foster care program
and approximately 40% of foster youth in the United States are reunited with their families of
origin (Zetlin, Weinberg, Shea, 2010; Reynolds, 2011). Children who are to be reunified with
their biological parents are placed in traditional care unless the courts have decided that
reunification is not possible; in such cases the child will be placed in long-term care.
The Foster Care System in California. Foster care in California is temporary for most
children (PPIC, 2010). More than half of all foster youth are returned to their families of origin
within a year (higher than the national average), and 31% are reunited with families within 3
months. One in five children entering foster care in California have previously been in the
system. In 2008-2009, 12% of foster youth were emancipated from the foster care system and are
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 26
no longer eligible for services; this number has steadily increased since 2000 (Public Policy
Institute of California [PPIC], 2010).
The California Department of Social Services (CDSS) is responsible for the state’s child
welfare program (Reed, & Karpilow, 2009). California is only 1 of 11 states that use a state-
administered county-implemented model. Under this system, all 58 counties administer their
own child welfare program but are subject to CDSS support and regulations. Two divisions
within the CDSS provide child welfare services. The Children and Family Services Division
provides training and programs for each county, while the Community Care Licensing Division
(CCLD) provides licensing for adoption agencies and all out-of-home placement settings. The
CDSS also:
• receives federal funding that provides support to state and county child welfare programs;
• develops and oversees preventative programs and services for at-risk child and families;
• conducts and contracts others to conduct special studies;
• monitors state and local projects related to child welfare;
• monitors state and county child welfare system through the California Child and Family
Services Review (C-CFSR);
• oversees the operation of the state’s automated Child Welfare Services/Case Management
System (CWS/CMS) (2009).
Demographics. In 2010, California had the largest foster youth population in the nation
with 57,708, followed by 28,954 in Texas and 26,763 in New York (acf.hhs.gov, 2011).
Minorities comprise 75% of all foster youth in California, with African-Americans being the
largest group (Reed, & Karpilow, 2009; PPIC, 2010). Forty-one percent of foster youth in
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 27
California were victims of general neglect, 18% were at risk of abuse, 9% were victims of
emotional abuse, and 9% were victims of physical abuse (Reed, & Karpilow, 2009).
California offers six types of out-of-home foster care placements, they are:
• Foster family homes - residencies that provide care for no more than six foster youth.
Foster parents must have the proper, state-required training and a suitable income to
meet the needs of their foster children.
• Small family homes - provide care in the family residence for no more than six mentally,
developmentally or physically disabled foster youth.
• Foster Family Agencies (FFAs) - private, non-profit agencies that provide treatment and
therapy to foster youth with emotional, behavioral or other special needs; or to foster
youth awaiting adoption.
• Group Homes – provide supervision for small groups of foster youth (six or less) or
larger groups of foster youth (six or more) depending on the size of the home. Group
Homes are more structured and restrictive than are FFAs.
• Community Treatment Facilities (CTFs) – the most restrictive foster care placement
option for foster youth with severe emotional needs who cannot be appropriately treated
in Group Homes.
• Transitional Housing Placement Program – provides supervision for 16- to 18-year old
foster youth in ILPs (Reed, & Karpilow, 2009).
Foster Care in Los Angeles County. The 58 counties in California are the primary
entities that interact with at-risk children and families to address child neglect, abuse, out-of-
home placement, and family maintenance. The Los Angeles County Department of Children and
Family Services (DCFS) is in charge of the over 17,000 children in foster care (Needell et al.,
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 28
2011). The county is also one of the most culturally and linguistically diverse in the nation;
Latino’s comprise 57% of the counties population, and almost 60% speak a language other than
English (US Census Bureau, 2010). Not surprinsgly, Latino’s account for the majority of foster
youth in the county with 64% currently in foster care (Needell et al., 2011).
Normative Outcomes for Foster Youth
Despite improvements to child welfare systems in states like California, recent research
indicates that foster youth continue to lag behind their peers in secondary school and experience
difficulties after they have emancipated. This section outlines the normative outcomes
experienced by the majority of foster youth in the United States.
Educational Outcomes
Most foster youth perform below their peers in math, reading and English (McKellar &
Cowan, 2011). They score 15 to 20 percentage points lower on standardized state exams than
their peers and are more likely to be retained at least one year (Scherr, 2007; Beisse, Atkins,
Scantlen & Tyre, 2011). According to Shaffer (2008), foster youth transfer schools one to two
times within an academic year. Youth in foster care are 44% less likely to graduate from high
school than their peers, and only 10% attain a post-secondary education (Emerson & Lovitt,
2003; McKellar & Cowan, 2011). Many foster youth are also referred for special education
placements (Beisse et al., 2011). Schubert (2001) found that there are three times as many foster
youth in special education than non-foster youth. According to Lovitt and Emerson (2003), one-
third to 50% of foster youth receive special education services and are more likely to be
disciplined and suspended from school. The overrepresentation of foster youth in special
education will be discussed extensively in the next section.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 29
Emancipation Outcomes
Recent research highlights the struggles experienced by foster youth who have been
emancipated. Emerson and Lovitt (2003) state that 34% end up on welfare, 61% are jobless and
have never held a job, and 40% have held a job for less than year. McKellar and Cowan (2011)
found that approximately one-fourth of emancipated foster youth end up homeless 12 to 18
months after emancipation. Zetlin et al. (2010) state that 1 in 4 foster youth who have been
emancipated end up incarcerated. Additionally, the impacts of prenatal alcohol and drug abuse
makes foster youth more susceptible to health complication than the average American. Yet,
large numbers of foster youth also lose their health insurance after leaving the child welfare
system (Emerson, & Lovitt, 2003). Emerson and Lovitt (2003) state that emancipation occurs
whether or not the foster youth possesses the skills and knowledge necessary to succeed
independently; when this occurs, foster youth typically struggle to adjust to adulthood. Two
significant studies support this claim.
Courtney, Piliavin, Grogan-Kaylow and Nesmith (2001) in conjunction with The Foster
Youth Transition to Adulthood Study (FYTAS) conducted a major study of 141 former foster
youth living in Wisconsin who had been emancipated for 12-18 months. The study discovered
that the transition to adulthood is mired in economic, health, safety, and housing complications.
Approximately 30% of all participants did not feel prepared to manage money, obtain a job,
secure housing, or live on their own. Financial insecurity was common for these foster youth as
only 61% had jobs, and 63% depended on food stamps. A general lack of health care was also
common; 44% stated that they had problems acquiring health insurance, 51% did not have health
insurance. Finally, 43% of all males and 32% of all females that participated in the study
experienced a form of physical victimization after emancipation (2001).
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 30
Courtney, Dworsky, Cusick, Havlicek, Perez and Keller (2007) conducted a study to
evaluate how well prepared foster youth who were approaching emancipation believed they were
for adulthood. The study was conducted in the Midwestern states of Illinois, Iowa and
Wisconsin; it consisted of 732 participants. The study found that adolescents in their final years
of state custody and adults formerly in foster care have generally low levels of educational and
occupational attainment, as well as relatively high rates of negative outcomes. Interestingly, the
study revealed that foster youth who lived in out-of-home placements, and had been in five
placements or more experienced more behavioral problems, higher rates of grade retention and
struggled to establish and maintain employment. On the other hand, foster youth who lived in
kinship foster care and experienced none or very few placements had decreased grade retention
rates and better employment experiences.
Challenges and Obstacles to Academic Success
The challenges faced by foster youth who are in out-of-home care have a direct impact on
their chances for academic and personal success. This section provides a review of the main
obstacles encountered by most foster youth as identified by extant literature.
Access and Opportunity
Overrepresentation in Special Education. Foster youth are typically not exposed to
special programs, advanced placement courses, extracurricular clubs and sports and other
activities that are vital to obtaining a well-rounded education (Schwartz & Perry, 1994).
McKellar and Cowan (2011) state that many foster youth develop a protective mechanism that
keeps them at an emotional distance from others as well as maintain a general distrust of the
educational system. As a result, they rarely participate in extracurricular activities. According to
Emerson and Lovitt (2003), 50% of foster youth in special education have been diagnosed with
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 31
emotional and behavioral disorders. Trout et al. (2008) suggest that the combination of foster
care and emotional disturbances places foster youth at risk for school related problems such as
academic deficiency, higher retention rates, being perceived negatively by teachers, and
movement from school to school. Reynolds (2011) claims that not all foster youth placed in
special education actually belong there, “Foster youth may be misplaced for special education
programs because they are very adept at covering their inadequacies or are so far behind it is
impossible to pass achievement assessments and are referred to yet another deficiency model
program” (p.46).
Underperforming Schools. Many foster youth come from poor families and
communities and attend underperforming schools in urban areas where some teachers may be
inexperienced and/or not fully credentialed (Bass et al., 2004; Smithgall, Gladden, Howard,
Goerge & Courtney, 2004). Studies conducted in California reflect these findings. A study
conducted by Zetlin et al. (2010) reviewed responses from school personnel and agency
advocates on the factors that impact success. The researchers found that many foster youth in
Los Angeles attend schools that are difficult to staff with veteran teachers and as a result hire
newer, less effective teachers to work with their most at-risk students (2010). The study found
that these teachers struggled to balance the variance in academic and cognitive ability of the
foster youth in their classroom (2010).
Stability
Multiple School Changes. Studies cited by the Casey Family Project (2004) show that
displacement and frequent school changes increase the risk of failing a grade, behavioral
problems, large gaps in content and skill, and a decrease in the chance of graduating from high
school. According to McKellar and Cowan (2011), it can take foster youth from 4 to 6 months to
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 32
academically adjust to a new school. Zetlin et al. (2010) suggest that changing schools is
associated with delays in transferring school records. Moreover, students fall behind as they
miss important concepts taught and are unfamiliar with new curriculum, teachers and other
students (Heffernman, 2010). According to Reynolds (2011):
With frequent home changes foster children must adjust to another school, often with
different rules and expectations. Paired with the change in school environment is the
social – emotional detachment due to a lack of bonding with friends, teachers and support
personnel. This causes the foster child to develop an "I don't care" attitude or to withdraw
from participating in the cultural climate of the school. (p.47)
In addition, school personnel often find it difficult to track down school records resulting
in foster youth not receiving credit for classes they have already completed, repeating classes
they have already passed, and not receiving appropriate services and placements. Constant
school changes also make it difficult for foster youth to create sustainable peer networks via
extracurricular clubs and sports both of which are essential for academic success (Emerson &
Lovitt, 2003). In a focus group study conducted by Zetlin et al. (2010), one teacher commented:
The movement of kids in and out of school is hard. We bond and then they leave. We are
never sure when they will be placed elsewhere. This is really bad for everyone. The kids
have difficulty trusting people and forming positive relationships with staff and peers.
(p.12)
Multiple Out-of-Home Placements. No matter what type of foster care a child is placed
in, they typically suffer from relationship instability after being removed from their family of
origin (McKellar, & Cowan, 2011). The trauma of being removed from their families and being
placed in foster care carries over to the classroom. Multiple out-of-home placements also have
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 33
impacts on caregivers who struggle to keep up to date with their foster children’s academic
needs. Zetlin et al.’s (2010) study revealed that many teachers blamed unaware caregivers for
many of the academic problems experienced by their foster students. For example, teachers in
the study revealed that caregivers did not attend school functions, Individualized Education Plan
(IEP) meetings or parent-teacher conferences. Compounding this problem is the fact that the
amount of foster families available is limited which often results in foster youth living with
unprepared caregivers (Reed, & Karpilow, 2009). Courtney et al.’s (2001) study of recently
emancipated foster youth found that many caregivers struggled with drug and alcohol abuse, and
mental illness. The study also revealed that some caretakers engaged in domestic violence. Of
the foster youth that participated in the study, 34% felt that their caretakers had inadequate
parenting skills (2001).
Physical and Emotional Health
Many foster youth suffer from a myriad of disorders including depression, anxiety,
denial, sleeplessness or excessive sleeping, self-harm, and dysfunctional behavior (Zetlin et al.,
2010; McKellar, & Cowan, 2011). Approximately 52% have these developmental and behavioral
problems due to prenatal drug exposure (Kang, 2003). McKellar, & Cowan (2011) state that
many foster youth experience post-traumatic stress disorder (PTSD), often resulting in substance
abuse and delinquency. Some of this behavior can be attributed to the lack of stability common
among foster youth. For example, constant school transfers and out-of-home care placements
results in foster youth being forced to make new friends, form new bonds, and adjust to a new
school culture often resulting in anger (McKellar, & Cowan, 2011). This behavior is also the
result of the maltreatment experienced by foster youth. Courtney et al. (2001) found that 76% of
the foster youth that participated in their study experienced at least one form of abuse while
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 34
living in their home of origin, and 33% experienced one or more forms of neglect while living
with their caretaker in out-of-home care. Reed and Karpilow (2009) state that, in 2007, 21.6% of
foster youth in California were victims of one or more forms of child abuse and/or neglect. In a
study of first and second year teachers, Zetlin et al. (2010) revealed that teachers viewed foster
youth as behavioral challenges with anger management problems, hyperactivity, weak cognitive
abilities and rarely completed homework. Both special education and general education teachers
cited dysfunctional behavior as the greatest challenge to academic achievement (2010).
Foster youth also suffer from attachment disorders which can manifest in either over
compliance with adults or complete detachment from them (McKellar, & Cowan, 2011).
According to Scherr (2006), if these disorders are left untreated, they can result in lifelong
relationship and mental health struggles for foster youth. Exacerbating this problem is the fact
that foster youth do not receive adequate health care services (Courtney et al., 2001; Kang,
2003;Fernandes, 2008). The emotional and behavioral disorders that foster youth must deal with
serves as a major distraction from academics. According to Reynolds (2011):
They [foster youth] may lie to please; to present themselves in better light than the reality
of their true life, and they may defy authority while hungering for structure and
parameters…they have lived in survival mode so long…they are simply struggling to
function at the cognitive level. Education is not a high priority in comparison to the other
issues that rule their day-to-day existence. (p.47)
Bureaucratic Barriers
The bureaucratic nature of the American foster care system also creates a barrier to
academic success. The foster care consists of multiple intersecting and interacting state and local
agencies, the court system, the private sector, welfare and Medicare. (Bass et al., 2004; Reed, &
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 35
Karpilow, 2009). Bass et al. (2004) state that often times too many government workers in the
system are inadequately trained or are not seasoned enough to provide effective assistance to
foster families and children. According to Zetlin et al. (2010), “No one agency has the resources
or expertise to provide the services and supports required to address the needs of this high-risk
population. The basic assumption is that the responsibility for changing the unacceptably low
educational performance of foster students is shared” (pp.245-46).
This lack of interagency collaboration is most visible when foster youth transfer schools.
Because of legislation such as the federal Family Educational Rights and Privacy Act (FERPA)
of 1974 and the Health Insurance Portability and Accountability Act (HIPPA), caregivers and
school districts are often kept in the dark about foster youth (Casey Family Projects, 2004).
FERPA states that a youth’s educational record cannot be released to a third party without the
written consent of a parent (2004). In 2003, the California state assembly passed the Ensuring
Educational Rights and Stability for Foster Youth Act (AB 490) which was created to bypass
FERPA in an effort to ensure the transfer of a foster youth’s records from one school to another.
However, because the law conflicts with FERPA, many school districts continue to delay the
transfer of academic records. Since most foster youth are supported by federal Medicaid
programs, caregivers are legally bound by HIPPA to refrain from disclosing any medical, mental
health, and delinquency issues their foster children may have. As a result, school personnel may
have very little knowledge about a new foster youth who has just entered their school (Reynolds,
2011). In addition the system itself struggles with its own internal issues. Reed and Karpilow
(2009) characterize California’s foster care system as being overwhelmed with incoming foster
youth, facing a shortage of foster homes, caseworkers, and social workers.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 36
Success Factors
Although the majority of literature views foster youth from a deficit perspective, there
have been a handful of recent studies that have focused on foster youth who have managed to
overcome many of the aforementioned challenges and obstacles. This section reviews the factors
that have contributed to the success of foster youth who have attained a postsecondary education.
Community College Advocacy. According to Fried (2008), foster youth are attending
community colleges in greater numbers. Many foster youth find that community colleges serve
as a good transition to a four-year institution because the small class sizes promote
communication between professors and students, which ultimately serves to build self-efficacy
(2008). In an effort to attract more foster youth, community colleges have established outreach
and support programs. For example, Fullerton College in Fullerton, California has adapted the
Guardian Scholars Support whose support staff work with foster youth and provide support
through mentoring, orientation workshops and academic advising. In 2007, the Community
College System’s Foster Youth Success Initiative (FYSI) resulted in all 109 community colleges
having a FYSI liaison working on community college advocating for foster youth (2008). The
Stuart Foundation (2011) found that financial aid is one of the most important elements in
getting foster youth to stay in college. Their study found that California foster youth who receive
financial aid are five times more likely to attain an Associate of Arts degree from a community
college than those without financial aid (2011). Recent changes in the 2012 federal budget may
decrease the amount of foster youth in community colleges (2011).
Residential Education. The residential placement option was created in response to the
poor outcomes of other placement options (Jones, 2010). Residential placement programs are
similar to boarding schools. They place emphasis on education and social development as
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 37
opposed to treatment and therapy. The residence is expected to prepare foster youth for
postsecondary or vocational training so that they can achieve self-sufficiency. Foster youth are
expected to stay in the program until graduation and emancipation. This feature prevents
constant placements and school transfers and allows foster youth to form peer networks and
bonds with teachers. A study conducted by Jones (2010) found that 43% of foster youth went
from residential education to college or vocational training. The study also found that community
college students fared much better than those foster youth who went straight from residential
education into a four-year college.
“Beating the Odds”. Some research has focused on foster youth who have graduated
from college. These studies sought to understand the factors that influenced these individuals.
Hass and Graydon (2008) conducted a study in Orange County, California with 44 foster youth
who responded to a survey about "beating the odds". Survey items focused on the internal and
external resources that assisted in their completion of a post-secondary educational program
(community or four-year college). The study was done in conjunction with the Orangewood
Children's Foundation. The Orangewood Children’s Foundation is a non-profit focused
supporting foster youth and assisting in their transition to adulthood via financial aid and
scholarships for college, and a mentoring program for high school sophomores. According to
Hass and Graydon (2008), when foster youth were asked “who or what helped you the most?”
they said the following:
• Various forms of social supports (84%)
• Biological family members other than parents (29%)
• Therapists and counselors (39%)
• The Orangewood Children’s Foundation or other organizations like it (21%)
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 38
• Foster family members and mentors (12%)
• Faith and/or self-motivation (<1%)
Lovitt and Emerson (2008) reviewed a study conducted by Casey Family Projects. Casey
Family Projects is a Seattle-based national operating foundation that has served foster youth
since 1966. The study concentrated on eight former foster youth that recently graduated college.
These eight individuals would clearly be defined as positive deviants, as they were able to
overcome the obstacles and challenges that result in the typical normative outcomes for foster
youth. All eight graduates were awarded the Casey Family Programs college scholarship and
were supported by the Orphan Foundation of America. Of the eight students interviewed, three
were male and four were female, four were African American, two were Caucasian American,
one was Asian American and one was Latino American. The focus group interviews revealed the
following major themes:
• These foster youth had adult advocates that they could count on. For two of the
interviewee’s, the essential persons were their adoptive parents. For two others, it was
their aunt (one biological); for one, it was a grandparent, for another, it was a cousin, and
for the remaining two, it was a group home supervisor and a coach.
• Seven of these foster youth were involved in extracurricular activities in high school; the
other could not due to a part-time job, but became involved in college.
• Despite most having bad experiences with their high school counselors, these foster
youth remained persistent and asked questions.
• These foster youth were self-motivated to change their lives by going to college.
• All eight of these foster youth created a plan to success by focusing on what they wanted
to become when they grew up; one even created a detailed roadmap.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 39
• All of these foster youth realized the importance of money and worked while in college.
• All of these foster youth sought out counseling or would have liked to have been able to
get counseling.
• All of these foster youth took advantage of financial, residence, and academic advisement
offered by their respective college.
• All of these foster youth understood and seemed to accept that they could not count on
others (2008).
After reviewing their findings, Emerson and Lovitt (2008) claim, “All young people, including
foster youth with disabilities, can succeed academically given adequate support and advocacy
from educators, professionals, and their caregivers" (p. 1).
Recommendations to Improve the Academic Outcomes for Foster Youth
This section reviews the major recommendations found in the literature on foster youth.
These recommendations address the following issues: public policy, preparation, collaboration
and training, school transfers, and supports and services.
Public Policy Issues. Ferrell (2004) recommends that state and federal policymakers
create laws to improve postsecondary attainment, provide more access to job opportunity
programs, improve financial literacy via money management programs like Opportunity Passport
which focuses on money management, and include former foster youth in the formation of
legislation. For example, the California Youth Connection (CYC) is an advisory foster youth
group that often coordinates with local governments on policy regarding foster youth and co-
sponsored the California Fostering Connections to Success Act (AB 12) which allows foster
youth to stay in care up until their 20
th
birthday (2004). Experts such as Bass et al. (2004) have
suggested that the federal government make an effort to increase the amount of waivers they
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 40
offer states for foster youth programs and grants. In addition, they recommend that state
governments develop more rigorous accountability standards as well as use quantitative
measures to determine how effectively the educational and health needs of foster youth are being
met. The issue of school and health record delays resulting from foster youth moving to new
placements has also been addressed. Altshuler (2003) recommends altering laws in order to
prevent academic and health records from getting stuck in the foster care system.
Preparation Issues. The literature regarding foster youth and preparation for adulthood
and postsecondary education is typically directed at federal and state policymakers and school
personnel. Vacca (2008) recommends that schools take several proactive steps in order to
improve the academic success of foster youth including providing opportunities for direct
instruction and an enriched curriculum as well as creating a school climate where foster youth
have the same chance to be successful as non-foster students do. Emerson and Lovitt (2003)
recommend that teachers gauge the educational gaps of their foster students by providing them
with a sample assignment during their first week of class, as well as making them aware of after
school programs and local agencies that offer assistance to foster youth. They also recommend
that teachers and other school personnel help foster youth find part-time jobs while in school,
locate an advocate such as a CASA, LEA or FYSI liaison, and collaborate with social workers
(2003). Several researchers recommend that teachers create a structured classroom environment,
provide homework extensions, and focus on teaching social skills to their foster students
(Emerson, & Lovitt, 2003; McKellar, & Cowan, 2011; Reynolds, 2011). Reynolds (2011)
believes that maintaining high expectations for foster youth “pays them the highest compliment”,
and … “makes a huge statement of trust for children who have not experienced trust in their
previous situations” (p.48). McKellar and Cowan (2011) encourage teachers to communicate
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 41
academic progress with foster parents and make foster students who are close to emancipating
aware of their legal rights.
In regards to federal and state legislation, Bass et al. (2004) recommend that states use
their existing programs to provide specialized services to foster youth of all ages, such as
transitional support for foster youth approaching emancipation and early childhood programs for
very young foster youth. The Casey Family Project (2004) suggest that local state and federal
agencies create programs that ensure that foster youth are literate, have acquired basic academic
skills, and have exposure to extracurricular activities, as well as prepare them for postsecondary
education, training and career goals.
Collaboration and Training Issues. A review of the literature reveals that schools and
districts can play a tremendous role in providing an atmosphere that is conducive to academic
success. A recommendation that is continually mentioned in the literature is the need for
administrators and teachers to collaborate and communicate with foster parents and child welfare
workers (Emerson, & Lovitt, 2003; Vacca, 2008; Heffernan, 2010; McKellar, & Cowan, 2011;
Reynolds, 2011). Zetlin (2010), Heffernan (2010) and Reynolds (2011) recommend that
administrators collaborate with child welfare liaisons and foster parents in order to avoid
miscommunications and to aid counselors in properly placing foster students. Heffernan (2010)
encourages administrators to keep current with the research literature on foster children and
provide professional development for staff and faculty members. The Casey Family Project
(2004) suggests that schools train caregivers to be advocates at school and home. McKellar and
Cowan (2011) reiterate this point and encourage caregivers to advocate for their foster children
by asking the school questions such as:
• “How will I be told if my foster child starts to have trouble in class?
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 42
• Is there any tutoring available for students who have trouble keeping up?
• What’s the best way for me to touch base with my foster child’s teachers?
• What’s the policy on making up work after a student is absent?” (p.15)
School Transfer Issues. The ramifications of constant school transfers on academic and
emotion outcomes for foster youth have been documented by recent research (Vacca, 2008;
Zetlin et al., 2010; Reynolds, 2011; McKellar, & Cowan, 2011). Casey Family Project (2004)
recommends that schools and child welfare agencies work together to eliminate barriers and
other delays that disrupt education for foster youth. Currently, the federal government uses
school placement stability as one of their accountability factors when rating a state’s child
welfare system, but most states are failing to effectively address the issue (2004). Altshuler
(2003) believes that solving the problem of constant school transfers will take a tremendous
collaborative effort on behalf of child welfare agencies and schools such as negotiating
arrangements for transportation and determining the responsibility of payment for these services.
California laws like AB 490 (Youth Law Center, 2003) were intended to hasten this process, but
because the law is still out of compliance with federal laws such as FERPA and HIPPA many
districts refuse to allow foster youth into their schools until they possess the proper
documentation (Reynolds, 2011).
Supports and Services Issues. Many recommendations have been made regarding how
schools and child welfare agencies can provide more supplemental support and services to foster
youth. According to Bass et al. (2004), “Caring for foster youth is a complex endeavor that
requires families to navigate many systems and agencies” (p.16). The authors recommend that
child welfare agencies develop supports and services for caretakers and biological families such
as workshops and group conferencing (2004). Casey Family Project (2004) recommends that
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 43
more efforts be made to provide education advocates and specialists to foster youth. According
to Casey Family Project (2004):
Educations specialists/advocates provide education case management for individual
youth, facilitate assessments and services for their academic needs, communicate with
schools about their needs and progress, collaborate with schools on behavior and
academic plans, and assist youth with postsecondary planning. (pp. 26-27)
Foster youth in California have the potential to access educational advocates such as LEAs and
FYSI Liaisons (Children’s Law Center of Los Angeles, 2003; Fried, 2008). The Casey Family
Project (2004) also recommend that child welfare agencies establish cross-agency standards,
policies and training focused on combating institutional racism in an effort to decrease disparate
outcomes for minority foster youth. Belonging is also a vital component of academic success for
foster students. It is important that counselors introduce foster students to coaches and club
advisors to build peer networks and a sense of belonging (Heffernan, 2010; Reynolds, 2011).
Bass et al. (2004) suggest that child welfare agencies recruit more bilingual staff and culturally
proficient workers in order to better connect with their foster youth and understand their
communities.
Summary
In summary, foster youth in America face numerous barriers to academic success.
Normative outcomes experienced by foster youth include struggling to complete high school and
attaining a postsecondary education. In addition foster youth also experience high unemployment
rates, homelessness, and incarceration. Pinpointing this group’s academic underachievement on a
singular issue is not possible. Instead, a myriad of factors, many unavoidable, contribute to the
normative outcomes experienced by foster youth. These factors include struggling to navigate a
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 44
bureaucratic system filled with legislation that is often counterproductive. Constant out-of-care
placements and school transfers create instability and do not allow most foster youth to establish
supportive peer networks and bonds with school personnel. Many foster youth also experience
emotional and psychological trauma related to their experiences with their families of origin and
caregivers. These needs often go unaddressed and result in foster youth acting out in school and
often being placed in special education classes. Foster youth typically attend low-performing
schools in urban areas that are staffed with inexperienced and sometimes ineffective teachers.
Foster youth are also hampered by a lack of interagency collaboration between state child
welfare services, local agencies and school districts. This typically results in delays in vital
academic and health records. Finally, most foster youth feel unprepared for adulthood and
independence. Emancipated foster youth typically struggle to stay employed, manage their
money and find a place to live. Yet, some foster youth have managed to overcome this maze of
barriers and have gone on to attain a postsecondary education.
Positive Deviance
This study focused on positive deviant foster youth who mitigated the contextual barriers
that prevent the majority of foster youth from attaining a postsecondary education. The purpose
of this section is to present the positive deviance framework. First, this section will review the
history of positive deviance. Next, the adaptability of the framework will be explored. Finally
this section will conclude with an overview of various positive deviance research projects.
The Positive Deviance Approach
Positive deviance is an asset-based form of inquiry, which is founded on the premise that
within any struggling community (village, city, corporation, school district, etc.) there are
individuals who have managed to overcome certain entrenched barriers that the majority do not.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 45
These positive deviants have managed to bypass the normative outcomes common within their
community through their unique behaviors and strategies. The goal of the positive deviance
approach is to work with these individuals and aid them in labeling what specific behaviors and
strategies they utilized. The approach has been used to solve a myriad of intractable problems in
various contexts.
Positive deviance differs from other forms of inquiry because the researcher does not
uncover problems and provide recommendations but guides the community in an effort to create
a solution to its intractable problem. According to Pascale and Sternin (2005):
The positive deviance approach requires a role reversal in which experts become learners,
teachers become students, and learners become followers. Leaders must relinquish to the
community the job of chief discoverer. This isn’t easy, for it requires leaders to set aside
their egos and habitual identities. (p. 9)
The positive deviance framework is simply about understanding and applying the actions and
strategies used by positive deviants so that others within the community, and, eventually, the
entire community has an opportunity to experience sustainable success. Pascale and Sternin
(2005) explain it this way, “it is easier to act your way into a new way of thinking, then to think
your way into a new way of acting” (p. 4). Table 1 illustrates the differences between traditional
approaches to change with the positive deviance approach.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 46
Table 1: Comparing the Traditional and Positive Deviance Approaches to Change

Traditional approach to change Positive Deviance approach to Change

Management identifies the problem and
attempts to solve it for the benefit of the
organization.

The people affected identify the problem and
determine the benefits of a solution.
Deficit-based solutions where problems are
identified and outside experts are hired to solve
the problems.
Asset-based solutions discovered by the
community. Successful practices and behaviors
are dissipated throughout the community from
the inside outwards.

Logic driven solutions where people are
expected to think their way into new ways of
acting.
Experiential and observational solutions where
new practices and behaviors result in people
acting their way into new ways of thinking.

"Transplant rejection” may occur if people
resist practices from the outside.
Self-replication occurs as community wisdom
is utilized to create tangible and expedient
benefits.

Ownership and momentum for change come
from above.
The people are offered help to solve their
problem. As a result they own the problem and
the momentum for change.
Note: This table is adapted from Lewis, J (2009) Source: Lewis, J. (2009). Positive deviance: A
case study in finding and harnessing the wisdom of organizational communities. Business
Information Review (26) 282, pp.282-287

The History of Positive Deviance
According to the Positive Deviance Initiative ([PDI]; positivedeviance.org) the term
“positive deviance” first appeared in the early 1990s in a book on nutrition and food research by
Zeitlen called “Positive Deviance in Nutrition”. In this book, Zeitlen documented the existence
of children in poor communities that were better nourished than the majority and recommended
that her colleagues utilize this concept as a way to solve malnutrition at a community level. A
few years later the concept was experimented with and operationalized by Sternin, Sternin and
their colleagues as a framework to promote behavioral and social change to intractable problems
in various sectors and in various countries.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 47
Defining the Positive Deviance Construct
Spreitzer and Sonenshein (2004) reviewed four common approaches to understanding
deviance: statistical, supraconformity, reactive and normative. This section will review the four
approaches, as well as the Spreitzer and Sonenshein’s (2004) definition of positive deviance and
how it is unique from the other constructs.
The Statistical Approach
Statistical deviance may be the most common approach to deviance (Spreitzer, &
Sonenshein, 2004). Statistical deviants are individuals who do things the majority do not. For
example, a banker who wears a suit with sandals to work would be considered a statistical
deviant. Statistical deviants are individuals whose behaviors fall on the far right of the normal
distribution of behaviors. The statistical deviance approach does not account for the types of
behaviors in defining positive deviance, and, as a result, undesirable behaviors such as spitting or
yelling in libraries could be considered positive (2004). Therefore, the statistical approach cannot
adequately define the positive deviance construct.
The Supraconformity Approach
The supraconformity approach to deviance focuses on excessive conformity to normative
behaviors (Spreitzer and Sonenshein, 2004). Individuals who overindulge in particular activities
such as shopping, exercising, online gaming and eating are considered supraconformity deviants.
Because these behaviors often manifest as addictions, the supraconformity approach does not
effectively define positive deviance.
The Reactive Approach
The reactive approach to deviance focuses on how an individual’s actions are interpreted
by an audience (Spreitzer and Sonenshein, 2004). This approach defines behaviors as positive or
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 48
negative based on whether an audience condemns or approves the act, therefore any action that
does not yield public disapproval is considered positive. This approach is rife with problems. For
example, if a gang initiates a new member by beating him for ten minutes to the applause and
cheers of other gang members then, the act is considered positive. Because the reactive approach
to deviance is circumstantial, it cannot be used to define positive deviance.
The Normative Approach
Spreitzer and Sonenshein (2004) state that the normative approach to deviance is more
in-line with positive deviance. Normative deviants are individuals who stray from the norm but
in honorable ways, making this approach much more in-line with positive deviance. According
to Spreitzer and Sonenshein (2004):
We find the normative approach to deviance, with the honorable labeling component,
most complete because it clearly limits the relevant kinds of behaviors regarding what
one out to do (in contrast to the statistical view), avoids the reactive problem of
nonobservable behaviors, and does not collapse into negative deviance like the
supraconformity approach. (p. 883)
Based on their findings, Spreitzer and Sonenshein (2004) define the construct of positive
deviance as “intentional behaviors that significantly depart from the norms of a referent group in
honorable ways” (p. 841). Intentionality is the key component of this definition as positive
deviants make an active choice to engage in the behaviors that diverge from those of the broader
community.
Adaptability of the Positive Deviance Framework
The positive deviance framework is not an inflexible process that must be adhered to as
laid out by Sternin, Sternin and Pascale (2010). Instead, the framework is adaptive and has been
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 49
used in multiple contexts and altered numerous times to fit the needs of the community: “PD
isn’t a formal model or a ten-step process-it’s more analogous to improvisational theater. It is
paradoxically both spontaneous and disciplined” (Sternin, et al., 2010, p.153). This section
reviews the classic approach to positive deviance as well as an adaptive model. Discussion then
turns to current positive deviance projects in the public health sectors, corporate settings, public
education, and vulnerable groups.
The Classic Approach
According to Sternin, Sternin and Pascale (2010), the positive deviance approach should
be applied if 1) the problem is intractable and attempts to solve it have failed, 2) the intractable
problem requires behavioral and/or social changes to fix it, 3) positive deviants exist in the
community, and 4) there is a commitment by community leaders to address the intractable
problem. Pascale et. al.. (2010) developed a 4 step process, known as the “4 Ds” that would
provide researchers with a basic format on how to address the aforementioned conditions. First,
the problem must be defined. Defining an intractable problem requires the researcher to identify
the challenges related to the problem and work with the community to identify how they want
their present situation to change. Next, the researchers must determine what the normative
outcomes are. This is best accomplished through the continual use of focus groups consisting of
members from the community. Third, positive deviants need to be discovered. Positive deviants
may be individuals or organizations within the community who have surpassed the normative
outcomes. These individuals are discovered through qualitative methods such as focus group
interviews, individual interviews, and observations. Finally, grassroots programs are designed
that allow willing community members to engage in the activities and strategies identified by the
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 50
positive deviance framework so that they may being “act[ing] their way into a new way of
thinking” (Pascale et al., 2010, p.4).
Positive Deviance Approach for the Analysis of Existing Data
The positive deviance framework has been adapted to suit various contexts. Walker,
Sterling, Hoke and Dearden (2007) adapted the 4Ds to address health problem of weight loss for
low-income women using existing data sets. The researchers deconstructed the approach into a
three-step protocol: determine, assess, and identify. First, it must be determined whether or not a
positive deviance approach is applicable to the context. In a context where an existing data set is
being used, all variables connected to the problem must be present in order for the positive
deviance approach to work. Next, the problem must be clearly assessed in order to determine
what the normative practices, beliefs and attitudes are using the existing data. During this process
positive deviants are identified as individuals who have not been affected by the problem.
Finally, the strategies and characteristics of the positive deviants are identified and interpreted by
both the researchers and members of the data set.
Positive Deviance Research Projects
Business. MERK is one of the world’s most successful pharmaceutical companies, yet in
2005, the company saw profits decline. Pascale et. al.. (2010) describe how the positive deviance
approach was implemented to improve sales objectives and coverage. The company’s positive
deviants shared the strategies that helped them excel when other representatives were subject to
MERKs normative outcomes. This allowed the company to grasp the significance of these
successful practices, and integrate them into their sales procedures. As a result, MERK
experienced a significant increase in their offices meeting and/or exceeding their sales objectives
(2010).
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 51
Public Health. The positive deviance framework was first, and most famously, applied
to a community in Hanoi, Vietnam that had been struggling with child malnutrition. Focus group
interviews, individual interviews, and observations were used to identify well-nourished children
and what actions their families took when they fed these children. Malnutrition in the community
dropped by 85% resulting in these practices being passed on to new mothers and ultimately
creating sustainable change (Pascale et. al.., 2010). The classic positive deviance approach was
also used to address other deep and intractable health issues such as female genital mutilation in
Egypt and HIV/AIDS reduction among the transsexual sex workers in Jakarta Indonesia
(positivedeviance.org, 2004; Pascale et. al., 2010).
Education. The positive deviance framework has been used to effectively address
intractable problems in both public high schools and medical schools.
Zaidi, Jaffrey and Moin (2010) employed the positive deviance approach at Foundation
University Medical College in Pakistan to increase clinical performance scores on written exams.
During the discover phase, 350 students were evaluated using mini-examinations and 360-degree
evaluations from staff and peers. After a series of in-depth interviews, seven positive deviants
were identified. These individuals exhibited divergent behaviors such as reading chart histories
of patients with similar problems and consulting multiple resources for every case. The results
proved effective. Clinical skills and attitudes dramatically increased and students that worked
with the positive deviants found their practical approach useful (2010).
The positive deviance framework is currently being used to address abseentism,
tardiness, and behavioral issues for middle school and ninth grade students at the Clairton School
District. The district utilized a Positive Deviance Initiative community coordinator who worked
with teachers, administrators and positive deviant students who consistently attended school on
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 52
time and demonstrated consistent, acceptable behavior. Focus group meetings and workshops
where held throughout the school year and served to increase community buy-in. The results
indicate that the programs created by the positive deviants, teachers and administrators have been
working. In-school and out-of school suspensions, class disruptions and tardiness have all
drastically decreased.
Summary
In summation, positive deviance is an asset-based inquiry method that utilizes experts
within various communities to create sustainable social change. These communities can take the
form of villages, corporations, places of education, or vulnerable groups. The positive deviance
framework, originally designed and implemented by Sternin and Sternin, has proven to be
effective at adapting to meet the needs of particular communities and contexts. It is a highly
practical method of formulating and reframing a problem by exploiting the social capital and
wisdom within a community, thus yielding innovative and inside-out solutions. Although the
framework is just starting to be applied to education, the early findings are positive. This
dissertation will focus on foster youth who have attained a postsecondary education. Using the
positive deviance framework, this study will seek to address the perpetual academic
underachievement experienced by this community.
Study Framework
The struggles experienced by foster youth in America are an entrenched problem that,
despite state and federal legislation, local initiatives and private sector efforts, has yet to be
effectively addressed. Recent statistics show that graduation rates for this group are much lower
than the general populations. Furthermore, 9 to 10% of foster youth are able to attain a
postsecondary education. Clearly, these “9 to 10 percenters” represent an expert group that can
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 53
be tapped to learn more about how to improve graduation and postsecondary education rates for
foster youth.
Despite the existing challenges noted here, positive deviant foster youth developed the
various types of strategies and behaviors needed to attain a postsecondary education. This was
accomplished when these foster youth utilized particular supports, academically self-regulated,
exhibited help-seeking behaviors and self-advocated.
An Integrative Framework
Figure 2 presents the conceptual framework for this study.
Figure 2. Conceptual Framework. Ed.D. Thematic Group, 2012

Foster
Youth at
PPHS
Challenges
*Emotional Instability
*Neglect and Abuse
*Home and School Instability
*Delay in School Records
*Unprepared for Adulthood and Independence
*Lack of positive role models
*Lack of interagency collaboration
*Lack of health insurance
*Overrepresentation in Special Education
Classes
*Overrepresentation in low performing schools
*Lack of belongingness
*Unengaged extracurricular activities and
rigorous courses

Postsecondary
Education
Uncommon Successful Strategies
Normative Outcomes
*Homeless
*Unemployed
*Incarcerated
*High School dropout
*High School graduation/GED only
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 54
In this figure, foster youth are depicted as progressing towards one of two outcomes. Either they
attain the normative outcomes experienced by most foster youth or they achieve the positive
deviant outcome, which is to attain a postsecondary education by attending a community college
or four-year institution. The challenges significantly impact both paths; however, it is the
successful behaviors and actions of the positive deviants that help these foster youth attain a
postsecondary education. Focusing on uncommon successful strategies is a central component of
the positive deviance inquiry process (Figure 1) and was the key area of focus for this study.
Because the positive deviance approach is a behavioral model, this study directed less attention
to the personal, motivational, and situational factors impacting student outcomes, and instead
focused on revealing the tangible behaviors in which positive deviant foster youth practiced
while on their path to attaining a college education.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 55
Chapter 3
Methodology

A review of the literature demonstrated that the academic underachievement exhibited by
the majority of foster youth is an intractable problem with social, political, economic and
psychological roots. Unfortunately, there is a limited amount of research on successful foster
youth and how they were able to achieve a postsecondary education. The purpose of this study
was to apply the positive deviance framework to the intractable problem of the academic
underachievement experienced by foster youth in Ranchito, California
2
. The behaviors of foster
youth who have managed to attain a postsecondary education was explored and recorded and
solutions were uncovered and shared by the community in an effort to create sustainable change
for current and future foster youth.
Research Questions
The primary research questions for this study were:
1. What were the challenges faced by foster youth who attained a postsecondary
education?
2. What are the behaviors and strategies of these positive deviants?
3. How do positive deviant foster youth utilize these strategies and behaviors to
facilitate success?
Research Design or Methods
Theoretical Framework
According to Pascale, Sternin and Sternin (2010), the positive deviance approach is
particularly useful in addressing intractable problems that require behavioral and/or social

2
A pseudonym
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 56
change to occur within a community by discovering individuals within the community who have
already overcome these barriers. The focus on community wisdom makes the positive deviance
framework an asset-based inquiry process. Inherent to the positive deviance framework is the
belief that solutions generated from the inside-out, as opposed to the top-down or outside-in,
result in higher community buy in and thus create sustainable change.
Rationale for Qualitative Methods
Qualitative research methods were utilized in order to adequately apply the positive
deviance framework to the intractable problem of academic underachievement for foster youth.
In order to uncover the behaviors and strategies utilized by foster youth who have attained a
postsecondary education, one-on-one interviews were conducted. Furthermore, qualitative
methods were used in this study because little is currently known about the assets of successful
foster youth. According to Creswell (2009), “…if a concept or phenomenon needs to be
understood because little research has been done on it, then it merits a qualitative approach”
(p.18).
Sample
The study focused on foster youth who graduated from Pio Pico High School (PPHS)
3
in
Ranchito and currently attend a postsecondary institution. The foster youth that participated in
this study were selected using purposeful sampling. This allowed the researcher the ability to
select participants based on the pre-established criteria of being enrolled in a postsecondary
institution. Deviant case sampling was also utilized. According to Patton (2002), deviant case
sampling is used when researchers want to understand unusual manifestations regarding
particular phenomena, such as outstanding success. For the purposes of this study, deviant case

3
A pseudonym
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 57
sampling was utilized to identify positive deviant foster youth who have attained a postsecondary
education. In addition, chain sampling was used to identify teachers, counselors,, and other
individuals serving as essential persons who were able to provide valuable insights regarding the
behavioral strategies utilized by this study’s positive deviants.
Description of Sample. Twelve participants were selected. Six of the participants were
positive deviant foster youth. Four of the positive deviants attended a community college while
the other two attended four-year institutions in California. One of the positive deviants was
removed from the foster care system and placed in kinship care during her freshmen year in high
school. In addition six adults were selected to participate in this study. Five of the adults were
staff members at PPHS and the other was a detention officer with the Los Angeles Police
Department (LAPD). These adults were deemed “essential persons” because they served as
mentors for the six participating foster youth. Participant demographics and profiles are
displayed in Tables 2 and 3.
Data was collected via semi-structured, one-on-one interviews. Prior to conducting
interviews, protocols were developed in order to ensure alignment with the positive deviant
framework. Table 2 describes the demographics of the participants.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 58
Table 2. Participant Demographics

Table 3 profiles the study’s participants.
Participant Demographics

Characteristics Foster Youth Essential Persons
Number of Participants 6 6
Gender
Female 67% 17%
Male 33% 83%
Latino 100% 83%
Caucasian --- 17%

Participant Profiles

Role Pseudonym Description
Foster
Youth
Marissa Entered foster care at the age of 14 due to parental neglect; lived in
three foster homes; attended two high schools; transferred to PPHS
during junior year; established positive relationships with two
teachers at PPHS; was a freshmen at East Los Angeles Community
College at the time of the study.
Foster
Youth
Rocio Entered foster care at the age of 13 after her mother was sent to jail;
her aunt Larissa was able to win custody of her and her siblings
once Rocio entered high school; got involved in Teen Court and
Entrepreneur Club; was a freshmen at Rio Hondo Community
College at the time of the study.
Foster
Youth
Martha Entered foster care at the age of 11; after her parents were
murdered. Lived in two foster homes; attended two high schools.
Involved in clubs and AP classes at PPHS. Was a sophomore at
UCLA at the time of the study.
Foster
Youth
Itzel Entered foster care at the age of the age of 11 after being evicted
from her home and then missing the majority of 6
th
grade; only
attended PPHS; was placed in RSP classes but was mainstreamed
during Sophomore year; established positive relationships with
teachers and peers; was a freshmen at Cal State Los Angeles at the
time of the study.
Foster
Youth
Anthony Entered foster care at the age 15 due to parental abuse; lived in two
foster homes outside of Ranchito, but only attended PPHS; played
linebacker on the football team; was a freshmen at Rio Hondo
Community College at the time of the study.
Foster
Youth
Carlos Entered foster care at the age of 15 due his mother’s drug addiction;
attended two high schools; transferred to PPHS during his
sophomore year; turned his life around after he was almost expelled
from PPHS due to intoxication; was a freshmen at Rio Hondo
Community College at the time of the study.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 59

Role Pseudonym Description
Essential
Person
Mr. Espinoza Was a social studies teacher and Teen Court club advisor at
PPHS; Grew up in Ranchito and attended PPHS; he was an
essential person for Rocio and Carlos.
Essential
Person
Mr. Hart Former English teacher at PPHS and Social Justice Club advisor
at PPHS; he was an essential person for Martha.
Essential
Person
Mr. Ortega Was the College and Career Counselor at PPHS; his job required
him to aid seniors with the college application and financial aid
process; he was an essential person to all of this study’s positive
deviants.
Essential
Person
Mr. Gonzalez Was a special education teacher at PPHS; identified as an
essential person by Itzel whom he encouraged to “test out” of the
special education program.
Essential
Person
Ms. Estrada Was a guidance counselor at PPHS; she was an essential person
for Itzel, Marissa and Anthony.
Essential
Person
Silvio Tapia Was a detention officer with the LAPD; the father of Carlos’s
girlfriend Cynthia; identified by Carlos as an essential person.
Table 3. Participant Profiles

Selection/Recruitment. The researcher was an employee of PPHS and had established
professional relationships with several of the school’s key informants (counselors and senior
class teachers). Key informants were made aware of this study and understood its purpose; all
expressed an interest to aid the research in locating positive deviant foster youth. It was
determined that five senior foster youth had intentions of going to college. In addition, a foster
youth who graduated in 2011 and was currently enrolled at UC Southern California was
identified. Key informants were then asked by the researcher to deliver an informational sheet to
these positive deviant foster youth. The informational sheet included an overview of the study
and the researchers contact information. It is important to note that all foster youth that
participated in this study were at least 18 years old.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 60
Consenting Procedures. Participants were provided with an information sheet which
explained the purpose of the study, the types of activities required of them, the length of their
involvement, and compensation they received for their participation. A copy of the information
sheet is included in the appendices of this dissertation. The consent form includes elements
recommended by Sarantakos (as cited by Creswel, 2009).
Instrumentation
According to Patton (2002), “We interview people to find out from them those things we
cannot directly observe…We cannot observe behaviors that took place at some previous point in
time. We cannot observe situations that preclude the presence of an observer(pp.340-341)”. The
objective of this study was to uncover the uncommon behaviors and strategies used by foster
youth who have attained a postsecondary education. Qualitative interviewing was the primary
instrumentation used to uncover these uncommon behaviors and strategies. All interviews were
conducted using one-on-one “informal conversational” and “standardized open-ended” interview
instrumentation as described by Patton (2002). This is in accordance with Pascale et al. (2010)
who recommend that researchers utilizing the positive deviance approach use open-ended
interviews that provide “the most useful and revealing responses” (p.199). Interview protocols
were developed (see table 3) in such a way to encourage positive deviants to speak informally
about his/her experiences prior to being placed in foster care, as a foster youth, and as a foster
student. Interview protocols were also developed with school personnel and mentors in mind so
that they will be able to provide information on the tactics and behaviors used by academically
successful foster youth. These semi-structured protocols allowed the researcher to probe in an
effort to gain in-depth responses that provided greater insight into the positive deviance
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 61
experience. All protocol questions were aligned to this study’s research questions as
demonstrated by Table 4.
Table 4. Interview Protocol
Interview Protocol Prompts Research
Question
1
Research
Question
2
Research
Question
3
Tell me about yourself.
What does a college-going foster youth look like to you?
What do they do?
X
Did you ever consider not going to college? Why? X
What are the challenges faced by foster youth who want to
go to college?
X
Why did you decide to go to college instead of dropping
out of high school or settling for a job after high school?
X
What influenced you to go down this path? How? X X
Who has supported you along the way? How? What did
they do? How did you find these supportive
people/networks?
X X
What steps did you take to go to college? What strategies
did you use to overcome your challenges?
X X
What was a typical high school day for you once you made
the decision to go to college?
X X
What daily obstacles did you encounter when you were
working towards going to college? How did you overcome
them? What strategies did you use?
X X X
Think about other foster youth like yourself. Do you know
others who are also successful? What did they do to
become successful?
X X
Think about other foster youth like yourself who did not go
to college. How are they different?
X
Which strategies have been the most useful to you? Which
have made the biggest difference in your success?
X X
What advice would you give foster youth who want to go
to college?
X
What lessons have you learned during your path to college
that might benefit other foster youth?
X

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 62
Step
1.

Organize
&

prepare
the

data
for

analysis

Step
2.

Read
through

all
the
data.

Step
3.

Code
the
data

by
organizing

the
material

into
chunks

before

bringing

meaning
to
it

Step
4.

Describe
the

setting
using

the
coding

process
as
well

as
categories

and
themes
for

analysis

Step
5.

Advance
how

the
description

and
themes

will
be

represented
in

the
qualitative

narrative

Step
6.

Interpret
the

meaning
of
the

data

Data Collection Procedures
The researcher digitally recorded all interviews. Field notes were also taken during the
interviews. Creswell (2009) recommends that researchers take notes even if the interview is
recorded because often data can be lost due to a malfunction. Additionally, the use of field notes
allowed the researcher to comment on information that audio recorders cannot capture such as
body language. The researcher asked permission to conduct and record each interview. All
interviewees received a gift card for participating in the interview process.
Data Analysis
According to Creswell (2009), “the process of data analysis…involves preparing the data
for analysis, conducting different analyses, moving deeper and deeper into understanding the
data, representing the data, and making an interpretation of the larger meaning of the data”
(p.183). All data was analyzed in accordance with each research question. The researcher utilized
Creswell’s (2009) six-step data analysis approach. Figure 3 represents this approach to data
analysis.

Figure 3. Creswell’s (2009) Six-Step Process for Qualitative Data Analysis
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 63
Creswell (2009)’s model requires researchers to first organize interview data and then
scan through it in an effort to detect themes and get a general sense of the information in each
interview. Third, the researcher coded the interview data into themed categories. The interviews
were transcribed and coded. Fourth, the coded and transcribed interview data was used to
describe the experiences and uncommon strategies and behaviors of the positive deviants
participating in this study. Fifth, the identified themes were organized into a descriptive
narrative, and, finally, the data was fully examined and the researcher will make meaning of the
emergent themes.
Anfara (2002) recommends that researchers enhance their study’s credibility,
transferability, dependability, and conformability by employing a variety of strategies. In an
effort to enhance credibility, all interview data was triangulated through analysis of this study’s
multiple participants (foster youth and essential persons). Chapter Four of this dissertation
includes an analysis of the major findings of the study with the data gathered from the interview
process, in an effort to support the credibility and dependability of the results. Thick description
and purposeful sampling was used to ensure transferability.
Ethical Considerations
Ethical guidelines established by the University of Southern California’s Institutional
Review Board (IRB) and the Los Angeles County Department of Children and Family Services
(DCFS) were adhered to, as this study was designed. Since this study was conducted in an
educational context, the potential for causing harm was minimal. However, since the participants
were primarily foster youth, any interview or informal conversation revealing incidents of abuse
would have been reported to the DCFS immediately if necessary. Additionally, asking foster
youth to discuss their past experiences could have created negative psychological or emotional
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 64
feelings. The researcher understood the trauma that most foster youth experienced and made
every effort to positively frame all discussions so as to reduce the potential for causing harm.
This study was voluntary and participants were able to choose to remove themselves
from the study at any time. The identity of all participants is confidential, and pseudonyms were
used when the researcher references them. All contact and personal information was destroyed
upon once the study was concluded.
Finally, the researcher used incentives to show gratitude for participant’s willingness to
be interviewed. Incentives consisted of a variety of $10 gift cards, so that the potential for
coercion was minimized.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 65
Chapter 4:
Results
The purpose of this study was to uncover the uncommon behaviors and strategies of
successful foster youth who graduated from Pio Pico High School (PPHS) and have attained a
post-secondary education. The study was driven by the following research questions:
1. What were the challenges faced by foster youth who attained a post-secondary
education and the adults who supported them on their path?
2. What were the behaviors and strategies of these positive deviants?
3. How did positive deviants utilize these strategies and behaviors to facilitate success?
The positive deviance approach served as the underlying framework for this study. Data was
collected via interviews with identified foster youth and essential persons [defined in chapter 3]
and analyzed by the researcher. The purpose of this chapter is to present the challenges faced by
foster youth hoping to attain a postsecondary education and the unique behaviors and strategies
they utilized while at PPHS to ultimately achieve that goal.
Participants
This study focused on the unique behaviors and strategies exhibited by six foster youth
who graduated from PPHS and attained a postsecondary education at either a community college
or a four-year institution. In addition, teachers, counselors and other adults were identified by
this study’s positive deviants as “essential persons” because, according to the participants, they
were extremely influential. In total, six essential persons were identified and interviewed. This
section will introduce this study’s participants. Pseudonyms were used to protect the privacy of
this study’s participants.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 66
The Positive Deviants and Essential Persons
The foster youth who participated in this study are positive deviants because they were
able to attain a postsecondary education and avoid the common pitfalls the majority of foster
youth succumb to, as discussed in Chapter 2 (e.g., Emerson & Lovitt, 2003; McKellar & Cowan,
2011). Interviews with these positive deviants revealed that there were various essential persons
who provided emotional and academic support and were instrumental in the foster youth
attaining a postsecondary education.
Martha. Martha’s father murdered her mother on September 13, 2001. As a result,
Martha and her siblings were removed from their home of origin and placed in kinship care with
their aunt. In 2002, Martha and her sisters entered the foster care system. Due to medical
expenses, the first foster family was unable to support Martha and her sisters, and as a result,
they were placed in a foster home in Ranchito. Martha entered PPHS during her sophomore year
and immediately immersed herself in extracurricular activities and made sure to take AP and
honors classes. She graduated with honors. Martha has since become an advocate for foster
youth and volunteers with various organizations focused on improving that population. She is
currently a sophomore at UCLA.
Mr. Hart. Mr. Hart was a teacher at PPHS from 2004 to 2011. He is originally from
Philadelphia and attended Columbia University. During his tenure at PPHS, he taught English,
coached the varsity wrestling team and advised the Social Justice Club. He was Martha’s honors
English teacher during her sophomore year and developed a strong student-teacher relationship
with her. Mr. Hart was the first teacher that Martha told her life story to. She joined his Social
Justice Club and still cites him as one of her most inspirational and supportive teachers.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 67
Rocio. Rocio is the oldest of five children. Her mother gave birth to her when she was
only sixteen years old. When Rocio was three years old her father was arrested and spent seven
years in jail. During this time Rocio’s mother relocated her family several times. In addition, her
mother began experimenting with drugs and would disappear on binges for days. When Rocio
was eight she and her siblings were placed in kinship care with their grandmother after her
mother was arrested. Three years later, Rocio’s mother was released from prison. After several
visits to her mother and children, Rocio’s mother began offering drugs to her mom. This
ultimately resulted in Rocio’s grandmother becoming an addict. Rocio’s grandmother lost her
job, her car and her house because she used the money she received for being a foster parent to
purchase drugs. Soon, there was no money for public transportation or for housing. At the age of
eleven, Rocio and her siblings became homeless and would often sleep in the homes of other
drug addicts. With no one left to care for her, Rocio had to assume a parental role for her siblings
ensuring they arrived at school in the morning and were escorted home in the evening. Rocio
stopped going to school and missed her eighth grade year. She began drinking heavily during this
time. In 2004, Rocio and her sisters were placed in a very strict foster home, but that only lasted
a few weeks because the girls were adopted by her aunt. Rocio entered high school with a stable
home but continued to struggle with alcohol and even joined a gang. She was almost expelled
from PPHS during her sophomore year. This changed her life. During her junior year, Rocio
altered her appearance, established a new peer network, and got involved in PPHS’s Teen Court
Program. She graduated in 2011 and is currently a freshman at Rio Hondo Community College.
Mr. Espinoza. Mr. Espinoza is a social studies teacher at PPHS. Espinoza is originally
from Ranchito. He grew up in the city in the 1960s and was part of the high school’s state
championship football team. While in high school, he ran away from home and lived with his
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 68
friend’s family during his junior and senior years. After graduating from PPHS, he went on to
work in Washington D.C. and then taught college in San Diego. He returned to PPHS in 2005.
Mr. Espinoza currently teaches government, economics and world history and is the advisor for
the Entrepreneur Club and the Teen Court Program. During Rocio’s sophomore year, he served
as her teacher and mentor, challenging her in and out of the classroom. Mr. Espinoza ultimately
convinced Rocio to create the Teen Court Program. Rocio attributes Teen Court as playing a
major role in her turning her life around and going to college.
Itzel. Itzel’s mother suffers from an undiagnosed mental disorder and the court’s
determined that she was not an appropriate parent for her children. As a result, Itzel’s
grandparents assumed responsibility for her and her younger brother. During her fifth grade year,
Itzel’s grandfather became ill and was unable to work and provide for the family. Itzel’s family
was evicted from their home and sought shelter in various motels and homeless shelters resulting
in Itzel missing the majority of her sixth grade year. At the age of eleven, Itzel and her brother
were placed in foster care. Because she missed so much school as a sixth grader, Itzel struggled
in to catch up to her peers in junior high. She also realized that she had a hard time understanding
her teacher’s instructions, especially in her math classes. At PPHS she was placed in the special
education program after it was determined that she struggled with auditory processing. Despite it
all, Itzel remained a resolute student and utilized supportive peer networks and teachers to help
her pass her classes and achieve her goals. She graduated in 2011 from PPHS and is now a
freshman at Cal State Los Angeles.
Mr. Gonzalez. Mr. Gonzalez has been a Resource Specialist Program (RSP) teacher at
PPHS since 2007. He earned his special education teaching credential from Cal State Long
Beach after studying anthropology in New York City. As a RSP teacher, Mr. Gonzalez works
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 69
with several special needs students on a one-on-one basis. He was assigned Itzel’s case when she
was a freshman. He quickly realized that Itzel had the skill level and drive to be in mainstream
classes. As a result Itzel was “mainstreamed” from her sophomore year until graduation. During
that time Mr. Gonzalez served as a mentor and confidant for Itzel and is one of the key reasons
she applied to college.
Marissa. Marissa was placed in foster care when she was fourteen years old after her
mother began to exhibit strange behavior similar to that of bipolar disorder. Marissa has lived in
three foster homes and attended two high schools. She began taking drugs during her freshmen
year. She was expelled from her first high school after it was discovered that she was smoking
marijuana and taking Crystal Methamphetamine (Meth). Marissa entered PPHS during her junior
year and did poorly. She turned her life around during her second semester when she was able to
establish positive relationships with two of her teachers whom she trusted and respected. Marissa
was able to carry that momentum into her senior year and continued to complete her homework,
excel on exams and participate in a ROP course. She graduated in 2011 and is currently a
freshman at East Los Angeles Community College.
Anthony. During his freshman year of high school, Anthony’s mother threatened him
with a knife. He was immediately placed in foster care. Anthony grew up in Ranchito and
attended PPHS all four years. He was placed in two group homes, one in Downtown Los
Angeles the other in the San Gabriel Valley. Instead of transferring schools, he was able to
convince both foster families to allow him to commute to PPHS via public transportation.
Anthony played football at PPHS and attributes much of his success to being involved in this
sport. He graduated in 2011 and currently attends Rio Hondo Community College.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 70
Ms. Estrada. Ms. Estrada is a guidance counselor at PPHS. Her job requires her to
monitor the progress of the students assigned to her but also coordinate and talk with parents,
teachers, social workers, special education aids, colleges, and the school psychologist. She was
instrumental in Martha’s choice of college and also worked with Itzel, Marissa and Anthony in
locating financial aid resources and choosing colleges that have programs to support foster
youth.
Carlos. In 2008 Carlos’s parents divorced. It was at this time that his father revealed to
Carlos that he was not his biological father and had no intention of supporting Carlos once the
divorce was finalized. In order to make ends meet, Carlos’s mother resorted to selling drugs and
eventually became an addict. During this time, Carlos assumed the parental role for his sisters. In
2010, Carlos and his sisters were removed from their home and placed in the foster care system
due to parental neglect. Carlos was a poor student; he frequently cut class so that he could drink
and get into trouble with his friends. During his junior year, he was rushed to the hospital for
alcohol poisoning. Soon after this incident, he met his current girlfriend, Cynthia. The
relationship with Cynthia and her father Silvio transformed his life. During his senior year,
Carlos became more focused on school. He changed his circle of friends and his appearance and,
also, began to complete his homework assignments and perform better on exams. He graduated
in 2011 and is currently a freshman at Rio Hondo Community College.
Silvio Tapia. Tapia is a detention officer with the Los Angeles Police Department. He is
the father of Carlos’s girlfriend Cynthia. He has been a positive influence in Carlos’s life and
was instrumental in Carlos changing his appearance and priorities. Tapia hopes to remain a
positive influence in Carlos’s life whether his relationship with Cynthia is successful or not.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 71
Mr. Ortega. Mr. Ortega is the high school’s College and Career Counselor. His job
requires him to assist college bound PPHS students through the application and financial aid
process. He also coordinates the annual “Financial Aid Parent Workshop” and the biannual
“College Night”. In addition, Mr. Ortega is the advisor for Advanced Placement (AP) courses,
the California Scholarship Federation (CSF) and UC Partners. He worked with all of the positive
deviants in this study. He has been at PPHS since 1991.
Challenges Faced by Foster Youth
The foster youth that participated in this study experienced numerous challenges
including emotional and physical abuse, transience, academic deficiencies, and they exhibited
dysfunctional behavior as a means to cope with these challenges. Figure 4 provides a graphic
overview of the aforementioned challenges.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 72
Figure 4. Challenges faced by positive deviant foster youth
Transience
The foster youth that participated in this study were hindered by the lack of stability in
their home life beginning with their removal from their home of origin. Several foster youth
experienced periods of homelessness and multiple school transfers; all participants experienced
multiple home placements.
Multiple home placements. All participants in this study experienced multiple home
placements after being removed from their family of origin. Multiple home placements made it
difficult for positive deviants to 1) adjust to their new surroundings and 2) commute to and from
PPHS.
Challenges

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 73
After being removed from their home of origin both Martha and Marissa found it difficult
to adjust to their various foster homes. Martha and her sisters were initially placed in kinship
care in 2002 with their aunt and uncle after the murder of their mother. For six years, Martha
lived with her aunt and uncle. She completed elementary school and middle school and
established a positive network of friends. After Martha’s first year at a prestigious high school,
her uncle became ill which resulted in her and her sisters being placed in a new home located in
Ranchito. Adjusting to Ranchito and PPHS was difficult, according to Ms. Estrada, Martha’s
high school counselor: “it took a while for her [Martha] to settle in, because this was the new
foster home.” Similarly, being placed in four different foster homes was challenging for Marissa.
Her first home was in Salido, but she was removed from that home after she was caught taking
drugs. From there, Marissa moved to her second foster home in Marchwood, but Marissa and the
other foster kids living there were quickly removed for reasons that are still unclear to her.
Marissa’s third foster home was very supportive, but its location proved problematic for her
because of the considerable distance from Salido; as a result she was placed in a fourth home
located in Ranchito. Marissa, found this transience difficult, “It's hard to move because you meet
new people and you need to adjust to them and you never know if they like you or if they don't;
it’s really intimidating…”
Moreover, moving into a new foster home meant having to adapt to a new environment,
new social dynamic and new rules. Carlos was placed in two foster homes. Initially, he found it
difficult to adjust to the demands of his second foster mom, “She’s always been hard on me….
she’s constantly pushing us [foster siblings]…. [she used to say] ‘If you don’t want to be here
you don’t have to be here. Why don’t you leave? We can get another one.’ That sort of hurt. It
made me feel like they didn’t care.” Rocio also struggled to adjust to the rules of the new homes
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 74
she lived in while in foster care. She was free to do as she pleased when she lived with her
grandmother, even if it meant not attending school, “For a few good months, she’d like, she
wouldn’t care. So like, I got tired of trying to take my brother and my sisters to school.” Her first
foster home was extremely strict, and Rocio was not allowed to speak or see her sisters. When
her Aunt Laura was awarded guardianship over Rocio and her sisters. Rocio struggled to adapt to
her Aunt’s constant pressure to be a better student and person. Often times this would result in
yelling matches.
Being placed in multiple foster homes also made it difficult for foster youth to commute
to and from school. Anthony’s first group home was located in Downtown Los Angeles (DTLA).
Initially Anthony’s foster family and social worker wanted him to transfer from PPHS to
Craigshaw High School, “…she [foster mother] didn’t want to drop me off at PPHS, because it’s
too much gas, so I took the bus. And she was debating … so me and her are debating, so like, I
won.” In order to make it to school on time Anthony took the bus, "I would get up like around
3:00 in the morning or 3:30 to get a shower and leave the house around 4:20, walk to the bus
stop, and it was, like, kind of dark and cold.” The experiment was temporary as his foster parents
stopped letting him take the bus in the morning after he was mugged at 4:30 AM at the local bus
stop. Anthony’s second group home was located in Norfolk. Again, he commuted to PPHS using
public transportation or sometimes by walking the riverbed that follows the freeway connecting
the two cities. Being placed in multiple foster homes made it extremely difficult for Anthony to
remain at PPHS and were he not a member of the football team, he most likely would have
transferred schools.
Multiple School Transfers. Three of the positive deviant foster youth that participated in
this study experienced school transfers that accompanied a new home placement. These multiple
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 75
school transfers made it difficult for the positive deviants to establish a supportive and positive
peer network.
Marissa struggled to establish positive peer network at both Salido High School (SHS)
and PPHS. Marissa entered foster care during her freshmen year at SHS. After being caught with
Crystal Meth, Marissa was placed with a new foster family. Marissa insisted on continuing to
attend SHS, but not for academic reasons, she wanted to be with her friends:
I was like oh, just finish high school, whatever…when I was at Salido I did go to my
classes. I had good grades, but at the same time…outside…with my friends and fighting
and all these things and it was like I was also noisy in the classroom, but I will always do
my work… and I was always I guess really energetic.
After Marissa’s sophomore year at SHS, she had to attend summer school. It was during this
time that she was expelled from SHS for bringing drugs onto campus. Her first semester at PPHS
got off to a shaky start, “I was like oh my God, I got a new school, new people, had to start all
over again.” The pressure to fit in and establish friends at PPHS resulted in Marissa making
friends with students that were involved in drugs and who acted out in class. Similarly, Carlos
struggled during his freshmen year at Greenleaf High School (GHS). He admits to being a poor
student largely in part because he focused his energy on partying, drinking and ditching school.
Simultaneously, his mother was quickly falling into her own addiction and neglecting Carlos and
his siblings. Carlos entered the foster care system and PPHS when he was fifteen years old. He
left behind some bad influences at GHS but quickly established a very similar peer network at
PPHS, “I was just getting into a lot of trouble. I would go out to parties with them, just mess up.
I jeopardized my placement at the house a couple times.”
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 76
Homelessness. Both Itzel and Rocio experienced periods of homelessness which resulted
in them missing almost a year of school. As a result, both girls struggled to catch up to their
peers.
When Itzel’s grandfather became ill the family could not longer afford to pay their
mortgage. As a result, they were evicted from their home. For almost a year, Itzel her younger
brother, and her grandparents struggled to find shelter:
…we basically went from…shelter to shelter to hotels, motels, whatever it was, or like a
friend’s or someone we didn’t even know just to take a shower or whatever, and then I
would just try to get up early and just make it on time. Wherever I was, I had to rush to
try to get to school. If I couldn’t make it, then I wasn’t able to go to school, but if I got
the chance to make it and I was nearby school then I would just go to school. So I missed
a lot of sixth grade, I was like super behind.
Because she missed so much school, Itzel found it difficult to catch up to her peers in middle
school. She especially struggled in her math courses. As a result, her self-efficacy decreased and
for a short period she did not consider college to be a viable option.
Being homeless also resulted in Rocio missing a significant amount of school. When
Rocio’s grandmother began to take drugs, she had to assume the role of a parent, especially after
her grandmother lost her house. The family had to move out of their home and into a motel. This
was a challenging time for Rocio who was eleven years old at the time. She had to assume
responsibility for her sister getting to and from school: “…it was kind of hard. And sometimes I
would feel bad, because it was dark and I couldn’t like ... I forgot the way home. It’s like we
kind of had to walk...Yeah, like, it’s, it’s kind of not worth it." With no one to hold her
responsible, to love and care for her, Rocio made the decision to stop attending school. She
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 77
missed all of her eighth grade year. As a result, she was not allowed to promote to the ninth
grade. Despite this huge educational gap Rocio did not find it too difficult to catch up to her
peers once in high school, “…the only thing I had a problem with was history.”
Abuse
The positive deviant foster youth that participated in this study experienced various forms
of abuse while in the foster care system or prior to being placed in the foster care system. Those
positive deviants who were abused prior to being placed in foster care were removed from their
home due to neglect or physical abuse. The abuse they experienced was often emotional but
sometimes physical.
Physical and Emotional Abuse. The physical and emotional abuse experienced by the
positive deviants presented a major challenge on their path to attaining a postsecondary
education. Both Martha and Anthony experienced violent events in their homes of origin.
Anthony’s biological mother pulled a knife on him when he was thirteen years old, and, as a
result, he was placed in the foster care system. Martha experienced the most extreme form of
domestic violence. She has vivid memories of the day her father killed her mother:
…I remember that day very clearly as if it was yesterday. That morning I had a weird
feeling and I didn’t want to attend school but my mother said I had to. When I returned
home everything seemed so odd. The house was quiet and the front door was wide open.
I was scared because I thought someone had broken in…I entered the premises and began
to walk towards my mother’s room. I tried to unlock the door but it was locked. But
suddenly I heard a noise and I was so scared I began to cry and bang on the door. I
remember that as I pushed towards the door, through a crack I was able to witness my
father being on top of my mother while she was on the ground. Her face was purple and
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 78
her tongue was sticking out. I knew she was dead but I didn’t want to believe it. Finally
he opened the door, and as we made eye-to-eye contact, I knew what he had done
something he was ashamed of. I ran towards my mother and hugged her. She didn’t
move.
The traumatic and violent death of her parent created a significant challenge for Martha. Lacking
the ability or support to properly process what she witnessed, Martha instead poured her energy
into school and the well being of her sisters. In a sense, her academic success was a type of
defense mechanism.
Some positive deviants were subjected to physical abuse. After being removed from
kinship care with her grandmother, Rocio and her sisters were placed in a very strict foster home
that was already home to other foster youth. At this home, Rocio and her sisters were not
allowed to communicate, “even though I was in the same house as them I wasn’t allowed to see
them…the living conditions were horrible and the parents were incredibly mean.” On one
occasion, Rocio’s foster father hit her. In 2009, after Rocio and her sisters were removed from
foster care, they were notified that the aforementioned foster family was under investigation for
abuse.
Parental Substance Abuse and Neglect. Two of the positive deviants that participated
in this study had parents with substance abuse problems which resulted in the neglect of their
children. After Carlos’ mother and stepfather separated, his mother began to sell drugs to make
ends meet. Eventually, she began to take the drugs and developed a dependency which resulted
in Carlos and his siblings being largely ignored:
She didn’t use or nothing until she met this guy, he started selling for her and then they
started using. Then that’s pretty much when the neglect came in. She ignored us and
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 79
didn’t really pay too much attention to us. I would have to care for my sisters, my three
little sisters.”
Once in foster care, Carlos rarely saw his mother despite her numerous promises to visit him:
My mom she was constantly making promises to me that I was going to see her on
certain weekends. She was going to come out to see, but she was so caught up in her
drug addiction, drug use, selling drugs. The guy she was with that started selling drugs
with her, she was just so caught up in that that she would make promises and not keep
them. That really took a toll on me because I would look forward to seeing my mom
because I haven’t seen her in a while.
His mother’s drug addiction and her failure to visit him while he was in foster care continue to
cause Carlos emotional distress. He has not seen his mother since he graduated from PPHS six
months ago.
Like Carlos, Rocio was also raised by her mother until she was arrested and imprisoned.
Rocio and her siblings spent two years with their grandmother. When Rocio’s mother was
released from jail, she and Rocio’s grandmother began taking drugs together. From that point
until she entered foster care, Rocio was neglected. Her grandmother’s addiction led to the loss of
their home and temporary residence in a motel. Being ignored by the two women whom she
trusted and loved, resulted in Rocio losing interest in her own well being. Sometimes she only
got up in the morning and attended school because of her sisters, “Because my little sisters are
little dorks, so they love going to school. Like, they’ll wake me up, and I’m like, cranky in the
morning, but it was always like, “Okay, let’s go to school.” And like, that’s what it was. But it
got, it got too like, hard.” With no one to push her or check up on her grades Rocio stopped
going to school and began drinking.
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The effects of abuse were noticeable by several of this study’s essential persons. During
his time at PPHS Mr. Hart taught an intervention class for low-skilled students many of which
were foster youths. Mr. Hart noticed that his foster students were difficult to connect with and
seemed to have emotional trauma that they were dealing with:
You know, they're real hard to breakthrough, kind of coming in sullen, not really talking
to anybody, a little angrier, and when it did come up that they were in foster care, and
there was, you know more resentment… it just seemed like they looked at themselves as
not having support and kind of having to do it on their own...You know, at least one or
two of them I knew were involved in low level gang activities, one of the girls was
pregnant at sixteen...like some of those kids didn’t really have any feelings or risk
aversion.
Mr. Hart’s explanation is consistent with the type of behavior described by Rocio and Carlos
during their early teenage years as they were grappling with the reality of being raised by single-
parent mothers who were drug addicts.
Dysfunctional Behavior
Some of the positive deviants that experienced abuse acted out by exhibiting
dysfunctional behavior. Two positive deviants took drugs and excessively consumed alcohol
while one joined a gang. These dysfunctional behaviors resulted in suspension and near
expulsions and ultimately threatened to derail the positive deviants from becoming successful
foster youth.
Substance Abuse. Marissa, Rocio and Carlos took drugs and consumed alcohol during
their first two years of high school. Marissa’s first drug was Crystal Meth: “I started taking drugs
in 9
th
grade. My first drug was “meth” and I took that until I was a sophomore and then when I
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was a junior I started smoking weed.” Marissa’s drug use ultimately landed her in trouble at her
first foster home. Her foster mother discovered evidence of drug use and had Marissa removed
from the home. During her first two years of high school, Marissa spent her time getting in
trouble with her friends and was admittedly not concerned with attaining a postsecondary
education. Rocio also struggled during her middle school and early high school years. Although
she never consumed hard drugs or smoked marijuana, she did drink. Being surrounded by drug
addicts while growing up and being forced into a parental role as a child took its toll on her:
…even when I was little, everybody would always say, you know, ‘Oh, you’re going to
be just like your mom, you’re going to get pregnant, and then you’re going to drop out,
and you’re never not going to amount to anything.’
Rocio began drinking at the age of seven: “it [alcohol] has always just been there for me.” Carlos
exhibited similar behavior while in high school. The revelation that his parents were divorcing
coupled with the admission that the man who raised him was not his biological father started a
cycle of alcohol abuse and dysfunctional behavior that began during his freshmen year at GHS.
Carlos admits to partying, cutting class and drinking. His first two years of high school were a
blur, and, at one point, he became so intoxicated before school that the PPHS school police had
to call 9-1-1. As a result, he was suspended. During this time, Carlos did not care about school,
“I didn’t really have no motivation. I really didn’t look forward to anything. School was just a
drag…I didn’t really do anything good. I would mess around.” Part of Carlos’ frustration came
from his belief that he was alone, “Nobody understands where I come from especially if you
have a friend that’s not necessarily a foster.”
Acting Out. Carlos, Rocio and Marissa exhibited dysfunctional behaviors that resulted in
their suspension and expulsion.
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Rocio was constantly in trouble while in middle school and during her first two years at
PPHS. Mr. Espinoza first encountered Rocio when she was a freshman and mistakenly walked
into his classroom. He was able to establish a relationship with her from that point on. During
her sophomore year, Rocio had Mr. Espinoza as her World History teacher. Mr. Espinoza recalls
that Rocio was a challenging student, “[she was] a little rambunctious; [she] sat in the back and
…would be considered one of the homegirls.” Rocio recalls that she was “always kicked out of
class.” Her behavior got worse during her sophomore year as Rocio and her friends formed a
gang they called “Too Sick Queens” or TSK, “It was crazy. The things we … oh my god, we
would get into so much fights. It was horrible…you can’t really apologize for some of the
things…that I’ve done.” Marissa exhibited similar behavior during her first two years of high
school and struggled to recognize the authority of her foster parents: “I didn’t let her control me.
Back then I never wanted to let anyone think they could control me. I used to ditch school and go
out with friends. On the weekends I would party and I did drugs.” Taking drugs, cutting class
and fighting typified Marissa’s school behavior. Outside of class, her friends would challenge
her to start fights, take drugs and drink alcohol. Her behavior caught up with her during her
sophomore year when she was expelled from SHS. Marissa admitted that by this point in her life
the last thing on her mind was college.
Marissa, Rocio and Carlos were raised in homes where abuse and addiction were the
norm. Consequently, they acted out in school and resorted to drugs and alcohol. Their
subsequent dysfunctional behavior inhibited any academic success that these foster youth may
have hoped for during their first two years of high school.

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Academic Struggles
Some of the positive deviants in this study struggled during their freshmen and
sophomore years. Missing long periods of school and being placed in special education classes
created significant academic challenges.
Knowledge Gaps. For Rocio and Itzel, missing extended periods of school
resulted in low self-efficacy and frustration. Itzel struggled in her math classes. To make
matters worse, Itzel’s teachers would reprimand her when she struggled with content, "...So
when the teachers would be like, “Oh, you should have known this,” in my head I was like,
“You’re wrong, I didn’t learn that, I’m learning it now.” Itzel’s self-efficacy suffered as a result.
She knew she was a capable student, but her time away from school resulted in her having much
lower reading, vocabulary and comprehension levels than her peers. Rocio’s time away from
school also impacted her. She missed the majority of her eighth grade year, and, although she
found it relatively easy to catch up to her peers in high school, she did find herself struggling in
her social studies courses. Teachers would reference content and terminology that many of the
other students already knew. Sitting in classes with students that were academically ahead of her
was frustrating which often resulted in Rocio acting out in class and receiving subpar grades
during her first two years at PPHS.
Poor Grades. Many positive deviants initially struggled academically. Those positive
deviants that experienced abuse and exhibited dysfunctional behavior found it difficult to
maintain their academic focus during their first two years of high school. As a result, they had to
struggle to improve their grades during their junior and senior years. When his parents divorced,
Carlos slowly lost the motivation to do well in school. His mother’s drug addiction resulted in
neglect and Carlos found that no one was showing him the love and attention he needed. Being
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fatherless and practically motherless resulted in Carlos turning to a group of friends who also had
problems at home. Soon he began drinking and ditching school:
…since my mom, she wasn’t really a good role model for me I would just ditch most of
the time my freshman and sophomore year. That’s why my classes at Pio Pico, I had to
take health again because I never took that. I was in Algebra just until last year [senior
year in high school]. I didn’t really pay attention too much to that and science and all
that. I just missed a lot.
Although Carlos was able to turn his life around during his junior year and is now in college, he
is still catching up to his peers and is currently enrolled in remedial math and English courses.
Special Education Placement. Many PPHS foster youth are placed in the special
education program. One of the positive deviants that participated in this study spent one year in
the program. Mr. Gonzalez is a RSP teacher at PPHS. He believes that foster youth who are in
special education may be misdiagnosed and could be placed in the program due to their
dysfunctional behavior in the classroom, “We can’t disassociate behaviors and education as well
as we should, but then if we did then we would have to have the services to support the students
that are not special education students but support them in their lives as foster care children.”
The foster youth that Mr. Gonzalez encounters in his line of work at PPHS are typically
disengaged and disempowered: “…they [foster youth] seem to exhibit [a] ‘whatever happens,
happens’ quality...powerlessness…that’s a better word for it.” Mr. Gonzalez’s experiences as an
RSP teacher has led him to believe that students in the program struggle psychologically with the
label and stigma attached to being in the special education program, “I think there are a lot of
RSP students who are quite capable of being very successful in general ed. [education]...but they
think ‘I’m a special ed., therefore I must be dumb or I must not be able to do this.” Itzel was
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tested by an RSP specialist in middle school, and it was discovered that she struggled with
auditory processing, or the ability to adequately comprehend spoken directions. Being labeled an
RSP student was challenging for Itzel. Even though she knew she possessed the ability to do well
in her classes, she still found herself in classes with students who had severe learning disabilities.
Additionally, she was relegated to a particular building at PPHS designated for RSP students
only. Finally, Itzel’s knowledge gaps and the stigma of being tested for a learning disability
resulted in her refusing to take honors or AP classes because she felt she would not be able to
handle that level of work.
Summary
Data analysis revealed that the positive deviant foster youth who participated in this study
faced a myriad of challenges that had the potential to prevent them from attaining a
postsecondary education, including: transience, abuse, dysfunctional behavior and academic
struggles. Being physically and emotionally abused, as well as being neglected by biological
parents, resulted in dysfunctional behavior for three of the positive deviants. These detrimental
actions academically hindered some of this study’s positive deviants, as they had to work
extremely hard to catch up to their peers. Academic struggles also accompanied the transience
and dysfunctional behavior experienced by all but one of the positive deviants. The two positive
deviants that were homeless were absent for sustained periods of time and, consequently,
accrued knowledge gaps that created a significant obstacle while in high school. In spite of these
challenges the positive deviants in this study were able to utilize specific strategies and behaviors
to overcome these barriers and ultimately attain a postsecondary education.

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Strategies and Behaviors Used by Positive Deviant Foster Youth
The positive deviant foster youth that participated in this study utilized a myriad of
strategies that contributed to their academic success. The participants were able to attain a
postsecondary education because they took of advantage of support systems on and off campus,
advocated for themselves, and focused on their academic progress. Figure 5 presents of visual of
these three key strategies and behaviors.
Utilizing Support Systems
The positive deviants that participated in this study employed specific support systems
that assisted their academic progress by plugging into the school culture at PPHS. These support
systems include 1) participating in extracurricular activities, 2) establishing positive peer
networks, and 3) establishing supportive relationships with staff members and other essential
persons.

Figure 5. Strategies and Behaviors used by positive deviant foster youth at PPHS

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Extracurricular Activities. Three of the foster youth that participated in this study
engaged in one or more extracurricular activities while at PPHS. These club and sport programs
served to provide structure, teacher support and opportunities for establishing friendships with
positive students. Anthony’s involvement with the football team motivated him to maintain his
grades and refrain from the dysfunctional behaviors that many of his foster siblings were
exhibiting, “…[they would] try to tell me to do drugs. They’re, like, smoking stuff. I’m like, no,
because I had football and stuff.” Mr. Hart stated that clubs and sports created a family-like
atmosphere for foster youth:
I think one of the things that a more stable environment may provide the kid is a sense of
the future, is the sense of we’re gonna be a family, we’re gonna be together, we're going
to be here for 10, 20, 30 years.
Mr. Hart’s Social Justice Club (SJC) provided positive support structure similar to that of
a family. The SJC required students to participate in various projects such as toy drives for
orphaned children and fundraisers for a local battered women’s shelter. Martha joined the SJC
during her sophomore year. The SJC helped Martha establish a positive network of friends who
were socially aware and had aspirations of going to college. The club played an important role in
helping Martha adjust to PPHS after she transferred in from her previous high school. Similarly,
Rocio’s involvement in the Teen Court Club helped her connect with positive students at PPHS.
Rocio actually helped to establish the Teen Court Club at PPHS during her senior year, after she
had made the decision to leave Too Sick Queens (TSK). In effect, the Teen Court Club became
Rocio’s new gang, “…it was a family...we always had each other’s back.” Rocio's senior year
was devoted to Teen Court, academics and giving a presentation to Ranchito’s City Hall on
making bus transportation free for students at PPHS. The presentation gained public attention
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and was shown on Ranchito public television. Rocio was composed and professional during her
testimony and was praised by both parents and staff members at PPHS. During the interview,
Rocio discussed the presentation at length, and it was evident to the researcher that this was
clearly an event that had a positive impact on her. Teen Court helped Rocio find her potential for
being a positive leader among her peers. By joining sports teams and clubs, positive deviants
were able to connect with supportive teachers who often encouraged them and challenged them
to participate in various events. In addition, these extracurricular groups helped the positive
deviants establish friendships with supportive and positive students, which helped them stay
away from negative influences such as gangs and drugs.
Positive Peer Networks. Positive deviants established friendships with peers who
supported them and kept them academically focused, allowing many to avoid the negative
influences of outside peer networks such as gangs and drugs.
When Martha transferred to PPHS, she was enrolled in honors classes. As a result, she
was able to establish friendships with goal-oriented and college bound students. This network of
friends pushed her to do her best in all her classes, kept her academically focused and resulted in
her learning about the college resources that existed on campus, such as the College and Career
Center. Her involvement in the SJC put Martha in contact with several students who were older
than her. The conversations with these older students provided her with valuable insights about
graduation requirements and the costs of regalia and class rings. Martha utilized this knowledge
and found a job on campus during her junior year working in the cafeteria in order to raise
money for her senior graduation expenses. Similarly, Itzel’s peer network provided academic
support. When assigned homework with directions that were unclear to her, Itzel knew she could
rely on her friends for assistance:
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...if I got stuck with something, I would call my friend and be like, “Oh, do you know our
homework assignment,” or “do you know anyone that has this teacher,” or whatever, and
then I would call them and I’d be like, “can you help me?
Additionally, Itzel’s friends provided important emotional support when she needed. While in
high school Itzel would sometimes miss class due to court hearings involving her mother. During
these days she had friends that would check in with her and offer support. Itzel’s friends would
also go visit her classes and pick up her homework per her request.
Sharing their life experiences with positive, goal-oriented and understanding friends
helped the positive deviant foster youth refrain from dysfunctional behaviors. Marissa, Carlos
and Anthony all stated that their friends helped them stay focused and avoid trouble. According
to Marissa, “It helped me out by having people that surrounded me with good, like vibe and that
would always tell me oh you know, this is this, this is and they will like … it depends on what
people you hang around with.” Anthony’s friends were supportive of him and were
understanding about his foster youth status, “They supported me… I told my main friends that I
was in a foster home. They were cool with it.” In addition to being supportive, Anthony’s
friends were goal-oriented. Many were on the college track and, like Martha, this influenced
Anthony, “…I had people who went to college, like friends and stuff, so I’m like, I’ll probably
go to college, too.” Rocio’s involvement in the Teen Court Club kept her away from her former
gang and helped her to stay focused on school and her responsibilities to the club.
The importance of surrounding themselves with friends who were academically oriented
and supportive was encapsulated perfectly by Martha:
If the bad kids are pretty much hanging with the bad kids, they’re not going to have any
motivation to do any better, and then we have your other kids who are AP and honors,
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they are all put together. The system is pretty linked that they all have classes together.
So pretty much they’re going to start thinking the same way. So they don’t get a way to
interact with the regular kids unless it’s lunchtime. So, pretty much I feel like that kind
of helped me too. I saw that all the kids that were around me were studying and doing
good,…so that was pretty much what I did.
Establishing Supportive Relationships with Teachers. All of the positive deviants that
participated in this study established meaningful relationships with teachers and other essential
persons that they respected and trusted. By establishing supportive relationships with their
teachers the positive deviants had access to 1) academic support systems, 2) emotional support
systems, and 3) positive role models who provided advice on college and life.
Mr. Gonzalez was Itzel’s RSP teacher during her freshmen year. After she tested out of
the program, Itzel continued to visit Mr. Gonzalez, and the two established a bond that lasted the
duration of her four years at PPHS. She would often visit Mr. Gonzalez to inform him about her
progress or to ask for his help on a homework assignment or an important decision she was
trying to make. By establishing trusting relationships with teachers like Mr. Gonzalez, Itzel was
able to receive academic support and guidance.
Mr. Hart and Mr. Gonzalez believe that strong student-teacher relationships are necessary
in order for foster youth to be successful students. According to Mr. Gonzalez foster youth
should:
Find a teacher that you get along with that can help you out, can sort of guide you
through things. Join clubs. Go to tutoring. Make it as rich an environment as possible,
especially because sometimes foster kids live a very rigid life…. School can be their
haven to explore friendships and develop good social relations. I think good social
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relations really feed into good academics, but really finding those teachers that you just
get along with and that can help you navigate that and mentor you, I think that’s super
important, especially mentoring.
Mr. Gonzalez also believes that foster youth who establish a relationship with their teachers can
earn some “empathetic currency”, or a general understanding of the foster youths situation
resulting in extra assistance, empathy and perhaps extended deadlines. Marissa’s relationship
with her history teacher produced empathetic currency. She would often eat lunch and talk about
her confrontations with various students and teachers on campus. Through these conversations,
Marissa was able to vent and obtain guidance from an adult she trusted. She states that these
conversations helped her change her classroom attitude, get better grades, and stay out of trouble.
Like Marissa, Martha also received guidance from her teachers and developed positive
relationships with them. She also visited her counselor frequently and listened to advice about
which classes she needed to take in order to be college ready. Ms. Estrada also noticed this
behavior: “…she (Martha) kept in contact with us…but she’d come in…and was very chatty.”
Mr. Hart was Martha’s favorite teacher. After learning about her story, he was more than willing
to work with Martha and help her map our her path to college:
[I told Martha] we’re gonna think about what you’re gonna do for the next three years to
help you with the next four or five, six, seven,” and that was important. You know, to see
how you can take these classes now, and to see how the clubs and the activities now, to
build a resume, and how that resume is gonna help you get into college…
By establishing relationships with teachers and other staff members, the positive deviants
that participated in this study were also able to find adults with college experience whom they
respected and admired. Martha, Rocio, Marissa, and Itzel all discussed college with their
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 92
essential persons. These conversations encouraged positive deviants. Marissa only began to
consider college after several conversations she had with her history teacher. Carlos established
a positive relationship with Mr. Espinoza who has a life story that many foster youth at PPHS
can identify with. As a result, Carlos began to view Mr. Espinoza as someone he could model
himself after,
I just really looked up to him [Mr. Espinoza]. The stories he would tell us how he
worked with government, the President and stuff like that. It was just, wow. It made
me want to, I don’t know, it’s just inspiring to hear that…Accepting that someone from
where I live did something good like that. It makes me want to do something good too.
In addition to Mr. Espinoza, Carlos also established a supportive relationship with Silvio Tapia,
the father of his girlfriend. Carlos states that Tapia encouraged him to do better and think about
his future, “He [Tapia] would tell me if I ever need anything just to let him know and if he can
help he’ll try his best. Even if me and Cynthia don’t end up together forever…he would still
help me.” The support of Tapia and Mr. Espinoza helped Carlos stay focused on academics
during his junior and senior year. Rocio also connected with Mr. Espinoza during her sophomore
year and ultimately founded the Teen Court Club he advises. Her relationship with Mr. Espinoza
played a significant role in her transformation from a gang member to an academically focused
student.
Academic Self-Regulation
All of the foster youth that participated in this study utilized particular strategies that
allowed them to maintain academic focus. These strategies include, 1) staying organized, and 2)
completing their homework assignments.
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Staying Organized. The majority of this study’s positive deviants believed that
organizing class materials was crucial to their academic success. Martha made sure to keep an
agenda in order to organize her classes and prepare for upcoming tests and due dates. According
to Mr. Hart, Martha was “extremely” organized: “she did have all her assignments…in on time,
she had…notebooks, and she was prepared and always there on time…” Getting to school on
time was challenging for Anthony who had to take the bus to get to PPHS. In order to ensure that
he did not forget any items that he needed for class, Anthony would spend fifteen to twenty
minutes at the end of each day getting his bags organized for school. He would fill his practice
bag with his football equipment and his backpack with his textbooks and assignments. This
routine proved invaluable for Anthony. Other positive deviants recorded their homework
assignments in agendas provided to them by PPHS. This strategy helped them remember to
complete their homework and schedule weekly due dates and tests.
Carlos also utilized organizational strategies to keep himself focused and on task. He
purchased binders and dividers for each of his six classes. Carlos then labeled the dividers for
each "classwork" and "homework". At night he would swap out the binders that he used for the
binders he would need the next school day. This practice allowed Carlos to avoid some of the
confusion that comes with the rotating block schedule at PPHS. He created this system without
anyone’s assistance, "…nobody really helped me to organize anything. I just had to figure out a
way to help me and not confuse me." Staying organized motivated Carlos to focus in his classes,
“Once I started paying more attention it was like, ‘It’s [school] not as hard as I thought.” Itzel
also utilized similar organizational techniques. She would routinely organize her folders so that
she had the right materials for the next day’s classes.
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Completing Homework. The foster youth that participated in this study were able to
regularly complete their homework by 1) doing it immediately after school and 2) finding a quiet
area in their home to maintain their focus.
Getting to school early was a consistent behavior Itzel utilized during her time at PPHS,
"I would get to school by 7:15 [school begins at 7:50] when the bus dropped me off. I liked
getting to school early." By getting to school early Itzel was able to complete work in the PPHS
library or use the PPHS computer lab to print out assignments or type her essays. After school
Itzel made sure to complete her homework immediately so that she could eat dinner with her
younger brother and help him with his homework. If Itzel was unable to complete her homework
she would complete it after she helped her brother and reviewed his homework.
Both Carlos and Anthony found quiet places to complete their homework. In addition to
organizing his binder, Carlos also completed his homework in the garage of his foster home
because it was quiet, which allowed him to complete the assignments more quickly. According
to Carlos, the goal was: “…good grades and show them that I wasn’t the same Carlos, I was
serious.” Anthony took advantage of the long bus rides to and from PPHS. He typically
completed all of his homework during these trips:
... I would do my homework on the bus, because I didn’t have enough time to do it at
home. So when I’d ride home on the bus, I’ll do my homework on the bus…. because if I
did it home, I’d probably have a half hour doing it and have to go to sleep.
Despite his extremely long days Anthony refused to sleep on the bus and instead used his transit
time keep his grades up and remain on the football team.
Completion of homework helped the positive deviants maintain their grades. Additionally
their involvement in extracurricular clubs and sports teams as well as the positive relationships
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they established with college-oriented peers and supportive teachers, motivated the positive
deviants to complete their homework and other assignments despite being faced with challenging
circumstances.
Exhibiting Help Seeking Behaviors
A unique behavior exhibited by the foster youth that participated in this study was their
willingness to seek out help when it was needed. Positive deviant foster youth sought out
tutoring opportunities to assist them with challenging courses and frequently visited the College
and Career Center at PPHS. These behaviors helped positive deviant foster youth maintain their
grades and learn about the college application and financial aid process.
Voluntary Tutoring. Some of this study’s positive deviants actively sought out tutoring
from teachers that they trusted. Martha and Itzel both consistently met with teachers in order to
receive assistance on homework and gain a better understanding of the content. Martha was
adamant about mastering her subject matter. She often asked for assistance from her teachers,
and, if they were not available, she would visit the library and check out books that would help
her better understand a particular topic. Mr. Hart recalls Martha’s persistence, “she would come
in after school or swing by during lunch and say, ‘I didn’t get this. How can I fix this, or how can
I do better?’ …after school she would pop in, and, you know, 3:00 or 3:30, when we [teachers]
are kind of all still there around school and talk about things”
Itzel engaged in similar behavior. She admits to being too shy to ask questions during
class so she would get to class a few minutes early in order to meet with her teachers, "...I would
be like, if I can't do it in the class...I’ll do it when class is over or before class starts early in the
morning." She was encouraged to do this by Mr. Gonzalez who encouraged Itzel to seek out
individual tutoring in her math classes,
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I remember mentioning tutoring to her and she took me up on the offer…I said the more
you talk to your teachers, just like when you go to college, the more you talk to your
professors the better your grade will be, not because they like you better but because they
start to understand and read in between the lines.
By taking advantage of tutoring opportunities, the positive deviants maintained their grades
allowing them stay focused on attaining a postsecondary education.
Visiting the College and Career Center. All positive deviants, especially those that
waited until their senior year, reported that one of the biggest obstacles they had to overcome
was the college application process and the subsequent financial aid process. The College and
Career Center (CCC) at PPHS clarified the process which made the possibility of going to
college more of a reality for all of this study’s positive deviants.
After her counselor visited Marissa’s English class and encouraged the students to visit
the CCC, she immediately acted, “so that’s what I did. I went to the career center and I found all
these things [FAFSA forms and scholarship opportunities]. They even gave us a paper of the Cal
Grant ……and I got Cal grant B.” Carlos visited the CCC during his senior year to acquire
assistance with his FAFSA application, “…they’re the ones that helped me do the financial aid at
first and stuff. If they [foster youth] can try to do financial aid early because I heard it gets really
packed and kids don’t know what to do.” In addition to learning about financial aid
opportunities, the CCC helped positive deviants explore various colleges. After meeting with Mr.
Ortega, Rocio and her friend went online and visited several college websites and began
exploring campuses and majors offered. Rocio found her visits to the CCC very helpful, “"…he
[Mr. Ortega] was really cool, and he gave me…a lot of information on stuff…" Rocio also
attended an after school workshop put on by the CCC on the college application process. Rocio
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and the other foster youth in this study are a rarity for Mr. Ortega who runs the CCC,
“typically…foster kids don’t go to college so I don’t see many during the school year.” Rocio’s
visit to the CCC motivated her to maintain her grades, explore other financial aid opportunities
and seek out the best community college for her.
Martha also visited the CCC. Over time she was able to build up a relationship with Mr.
Ortega which resulted in her informing him about her foster youth status. Ortega remembers
Martha as a very persistent and hard-working student, “she was goal-oriented; I think that’s what
separated her from, you know, a lot of the other foster kids....” Like Marissa, Martha was able to
explore financial aid opportunities that she wouldn’t have otherwise known about. Yet Martha
visited the CCC prior to her junior year and was able to take various actions that helped her get
accepted to an respected four-year institution and finance her college education. Mr. Ortega also
informed her about a website called Fastweb.com. Fastweb.com allows current and prospective
college students to establish a “mailbox” where potential scholarship and grant opportunities are
sent. Martha utilized Fastweb.com and applied for thirty scholarships, wrote thirty essays and
won a total of ten scholarships. This was enough to finance all four years of her postsecondary
education. Martha won the most scholarships of any student in her senior class. She is a firm
believer in Fastweb.com, “I believe in Fastweb and when people tell me ‘oh Fastweb just gives
me this’, and I was like, yeah you got to do the work yourself. If you do the profile it matches
you up, what more do you want?”
Visiting the CCC was the most utilized positive deviant strategy in this study. It proved a
valuable resource in helping these foster youth deal with the difficulties associated with the
college application and financial aid process.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 98
Self-Advocacy
A major academic roadblock faced by the majority of foster youth is that they are often
dealing with the trauma of being removed from their family of origin, which can manifest itself
in a distrust of adults as well as emotional and behavioral disorders (Emerson, & Lovitt, 2003;
McKellar, &Cowan, 2011). The positive deviants that participated in this study were able to
overcome the emotional and behavioral roadblocks inherent in the foster youth experience by
advocating for themselves. Self-advocacy came in the form of 1) assuming parental roles for
their siblings, 2) creating new identities to avoid dysfunctional behaviors, 3) utilizing behavior
management techniques to manage behavior and emotions, and 4) attending Independent Living
Program (ILP) meetings.
Assuming Parental Roles. Some of the positive deviants assumed a parental role for
their younger siblings. Assumption of this role resulted in positive deviants mentoring their
younger siblings and as a result being responsible for someone other than themselves. This
responsibility motivated this study’s foster youths to remain academically focused on attaining a
postsecondary education.
Carlos assumed a parental role for his sisters while they were living in their home of
origin. Once they were placed into foster care, they were separated. Carlos cited that his desire to
reunite with his sisters was a motivating factor in him becoming academically successful and
attaining a postsecondary education. Silvio Tapia, Cynthia’s father, also believes that Carlos was
motivated by a desire to reunite with his biological sisters:
I believe his ultimate goal is just … is just that taking back his, ah, sisters from the
system. I believe they're still in foster care also. So, that his goal, and I think if he
continues to do what he’s doing, he will accomplish it.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 99
Itzel also assumed a parental role for her younger brother. She would monitor his academic
progress and made sure that his homework was always completed prior to the next school day.
By assuming this role, Itzel carried a significant amount of responsibility. While at PPHS, she
understood that her academic success yielded benefits beyond her own life. Itzel’s motivation to
attain a postsecondary education was to honor the memory of her grandmother and to be a role
model for her younger brother.
Similarly, Martha’s persistence and self-advocacy was motivated by her belief that she
was responsible for her sisters. Mr. Hart took notice of this and believes that this sense of
responsibility was Martha’s principal motivator,
“…she cares so much about her little sister, making sure her little sister was successful.
But I, I think that that was probably part of the reason, I’m not a psychologist, but that
was, seems to be part of it, the reason why Martha never really let the foster thing
takeover. I think she just had that kind of natural instinct to protect her little sister…”
Anthony was also motivated by a sense of responsibility to his stepbrothers. Although he
sees them only periodically, he understands that his actions can still impact them, “They look up
to me.” All of the positive deviant foster youth that participated in this study were motivated to
change their lives and became goal oriented once that decision was made. At PPHS, they
persisted in achieving their goals.
Creating New Identities. Three of the positive deviants in this study made a concerted
effort to alter their appearance and establish new peer networks in order to avoid dysfunctional
behaviors and maintain an academic focus.
When Rocio was a member of TSK she dressed like a “Chola” (Mexican-American
female gang member). Her friends, who were also in TSK, dressed the same way. Rocio and
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 100
TSK would frequently hang out with a local gang. After being caught with a knife on campus
and almost being expelled, Rocio made the decision to change her life by leaving TSK. This first
step she took towards this goal was to change her appearance, “I stopped shaving my eyebrows
and drawing them, and my hair, I finally let it grow back. And uh, I stopped coming out like,
“banged out” to school. The transformation was so complete that many of her TSK friends no
longer recognized her, “They’re like, ‘dude, you still come here? We thought you got kicked
out’… I’m like, ‘no, I’ve been here’…They’re like, ‘Yeah, we haven’t even seen you, like, you
don’t even come around the hood anymore.’ ‘I’m like, I know, because, I ain’t trying to get
shot.” Changes in appearance and removing herself from TSK resulted in new peer networks.
Rocio’s new group of friends were the people she meet in Teen Court Club. Rocio’s decision to
establish a positive network of friends and to relocate where she would spend her free time
reflected a major shift in her perspective. She became more goal-oriented and focused on
academics. Her involvement in Teen Court and her subsequent lifestyle changes made the idea of
going to college more realistic, “…it kept me kind of with the goal. Like, and then it put more
responsibility on me…”
Like Rocio, Marissa believes that her decision to change her appearance and establish a
new peer network was important in helping her turn her life around, “It helped me out by having
people that surrounded me with good, like vibe and that would always tell me oh you know, this
is this, this is and they will like … it depends on what people you hang around with.” Her
conversations with her teachers, her counselor, and Mr. Ortega, coupled with the transfer of a
friend that was troubled, resulted in these changes. Her classroom behavior started to improve,
and she was able to pay attention to her teachers as a result. Carlos made similar changes after he
met Cynthia. Cynthia’s father Silvio Tapia noticed that the impact of these changes, “… His
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 101
personality [changed] too… He used to dress like a little rocker or something…when he goes out
[now]…he dresses up a little. He doesn't go out in just a tank top and jeans; he tries to dress up a
little bit more. So, definitely he’s…growing up in every, in every aspect. Carlos also used
behavior management techniques to help control his acting out and anger issues. Many of the
positive deviants that participated in this study utilized these techniques as well.
Behavior Management Techniques. Many of the positive deviants utilized the behavior
management strategies they learned from their therapists to manage their anger, prevent
dysfunctional behavior and cope with the complicated emotions that many foster youth grapple
with.
Marissa started therapy when she was a freshman at SHS. During her time in the foster
care system she had a handful of therapists all of which had their own, unique strategies. Marissa
utilized the strategies that helped her deal with her anger. She was encouraged to use breathing
techniques and her love of dance and music to calm herself, “Music always relaxes me, always
makes me relax, take a deep breath and then laying down on my bed by myself, no one in the
room and dancing makes me relax.” This strategy helped her manage her anger and not act out in
her math class during her senior year. Carlos also utilized some of the techniques he learned in
therapy although he did so reluctantly, “It was some weird spirit type of stuff.” Despite his
trepidation, he practiced various breathing techniques when he was upset at school. Carlos would
take deep breaths and recognize his surroundings; this allowed him time to properly process the
situation and not act out in anger. When Carlos was home, he listened to music and often created
artwork to calm down. Carlos believes that therapy is something all foster youth should take
seriously:
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 102
Some of them they just don’t think they need it, but they’re just denying the fact they
don’t want to show their emotions. I understand how that is. The first few times when I
had the therapist I left crying and stuff. Once you get it off, it’s good to get it off your
chest. Holding it in and just keeping it, it’s not good, not healthy.
Therapy helped Rocio refrain from engaging in dysfunctional behavior. Like Carlos and
Marissa she was taught various breathing techniques that help interrupt her desire to engage in
dysfunctional behavior when she became angry. Although Itzel never needed the type of therapy
that Rocio, Marissa and Carlos needed, she did utilize techniques that helped her cope with the
tumultuous relationship with her mother. Often times, Itzel would drift into thinking about her
mother and would lose focus both at school or at home. During these moments, she found it
helpful to cry, “I’d cry for like an hour or whatever it was until I felt better… it helped me.” Itzel
would also manage her behavior in class when a teacher would question why she did not know
the content. Itzel recognized that her teachers at PPHS were unaware that she missed almost an
entire year of school, which resulted in significant content gaps. Itzel would use metacognition in
order to remind herself why she did not know the material. She would often tell herself, “they
[her teachers] don’t live through what I live [through], so they can’t [understand].”
Behavior management techniques helped Marissa, Rocio and Carlos avoid getting into
trouble or acting out in anger. They were also helpful for Itzel who utilized them to deal with the
emotions that came up for her when her mom would periodically enter her life as well as to deal
with teachers who were unaware of her foster youth status and the fact that she missed nearly an
entire year of school.
Attending Independent Living Program Meetings. Many of the positive deviants
attended Independent Living Program (ILP) meetings during their senior year. The meetings are
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 103
voluntary and are intended to teach foster youth who are nearing emancipation vital life skills.
The positive deviants that went to these meetings state that they gained a better perspective on
their options for emancipation, learned how to manage their finances, and were taught how to fill
out the FAFSA form for college.
Both Carlos and Itzel found ILP meeting to be beneficial. At these meetings, they were
taught how to create a budget and how to avoid financial pitfalls such as excessive spending and
maxing out their credit cards. Additionally, the positive deviants were also taught about their
living options if they attend college. For example, Marissa was taught about the housing
transition program. Under this program, foster youth are allowed to move into their own
apartment and divide rent with another foster youth. Upon college completion, all rent paid is
returned to the foster youths by the program. Finally, the ILP meetings provided the positive
deviants with a chance to learn about the FAFSA process. Almost all the positive deviants stated
how difficult filling out the FAFSA was for them and how long it took to get help in the CCC.
Learning about how to fill out the FAFSA with an audience of other foster youth proved
extremely important for the positive deviants that attending ILP meetings. According to Marissa,
ILP meetings are important because “...they tell you about FAFSA, they tell you about every
single detail and what you have to do in order to not end up like most foster kids.” Despite these
benefits positive deviants claimed that many foster youth refuse to attend these meetings and
view them as a waste of time.
Summary
An analysis of the data revealed the unique behaviors and strategies utilized by the foster
youth that participated in this study. These positive deviants were able to overcome the
numerous challenges and roadblocks that face foster youth by taking advantage of support
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 104
systems at PPHS. All positive deviants had supportive peer networks that helped keep them
focused on academics and out of trouble. All but two positive deviants participated in
extracurricular activities. These clubs and sports served to keep these foster youth connected to
the campus by creating another group of positive peers. The positive deviants also found it
helpful to establish positive relationships with their teachers, counselors or another essential
person. These adults served as role models and confidants and are a key factor for the academic
success of this study’s participants.
The positive deviants also advocated for themselves. Often times, this meant that some of
the positive deviants had to make significant sacrifices. Some positive deviants made the choice
to alter their appearance and created new peer networks in an effort to reorient their lives.
Behavior management techniques were also used by some of the positive deviants. These
techniques helped some foster youth remain goal oriented by avoiding acting out behaviors.
Most positive deviants assumed parental roles for their younger siblings. These relationships
motivated positive deviants to be good examples for their siblings by staying academically
focused in order to attain a postsecondary education. Most positive deviants also attending ILP
meetings where they were taught about finance management, housing options and the FAFSA
form. ILP meetings helped positive deviants begin to plan for college and taught them crucial
financial skills that many foster youth lack.
The foster youth that participated in this study also exhibited various help-seeking
behaviors that allowed them to access readily available resources at PPHS, such as the CCC.
These help-seeking behaviors kept the positive deviants academically focused. Additionally, by
visiting the CCC the positive deviants were able to learn about financial aid opportunities, the
FAFSA and college options that existed for them.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 105
The aforementioned actions were crucial in getting the positive deviants to remain
academically focused while at PPHS. All made it a point to remain organized and complete their
homework assignments despite some having very hectic schedules. The two positive deviants
that are currently enrolled in a four-year institution requested tutoring while at PPHS. All of the
positive deviants visited the College and Career Center which allowed them to take the final step
in their journey to attaining a postsecondary education.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 106
Chapter 5:
Discussion and Implications for Practice

The academic underachievement of foster youth in America is well documented. Foster
youth face numerous obstacles that hinder academic success including child abuse, neglect,
substance abuse, multiple home and school changes and relationship instability (Reed, &
Karpilow, 2009; McKellar, & Cowan, 2011; Reynolds, 2011). Additionally, foster youth
typically refrain from participating in extracurricular activities and struggle to establish positive
relationships with their teachers (Emerson, & Lovitt, 2003). Attempts to solve these problems
through federal and state initiatives and programs, public school interventions, and foster care
system reconfigurations have thus far failed.
Although a substantial body of research on the academic and social welfare of foster
youth exists, the primary focus of these studies has been to document the root of the problem and
provide recommendations for child welfare services, public school employees and policy
makers. This study utilized the theoretical framework of positive deviance to address this gap in
the literature and learn about the strategies used by successful foster youth who have attained a
postsecondary education.
According to Pascale, Sternin and Sternin (2010), positive deviance is an asset-based
approach to the inquiry process used to identify the uncommon behaviors and strategies of
particular individuals or groups who have been able to stray from the norm and overcome the
contextual roadblocks that have traditionally plagued the community as a whole. This approach
is especially useful in addressing intractable problems for which no answers have been found. By
using an adapted version of the positive deviance framework, this study addressed the following
research questions:

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 107
1. What were the challenges faced by foster youth who attained a post-secondary
education and the adults who supported them on their path?
2. What were the behaviors and strategies of these positive deviants?
3. How did positive deviants utilize these strategies and behaviors to facilitate success?
Pascale, Sternin and Sternin (2010), state that the positive deviance framework is a fluid
and adaptable theory that can be altered to address needs of the researcher and community. In
this instance, the positive deviance framework was adjusted to meet the purpose of this study.
The participants in this study consisted of six foster youth from Ranchito and six essential
persons who served as adult mentors for this study’s positive deviants. Both the positive deviants
and the six essential persons were selected to participate in this study to understand the
challenges faced by foster youth who lived in Ranchito, California while attending PPHS and
what unique behaviors and strategies they exhibited that resulted in them attaining a
postsecondary education.
Conceptual Framework Revisited
The positive deviant foster youth that participated in this study were confronted with
several challenges including 1) transience, 2) witnessing and experiencing abuse, 3) struggling
academically and 4) exhibiting dysfunctional behavior. The strategies and behaviors employed
by the positive deviant foster youth allowed them to leverage these challenges. These strategies
include exhibiting help-seeking behaviors, utilizing support systems, academic self-regulation,
and self-advocacy by establishing new peer networks and identities.
Although several of the challenges and success factors uncovered by this study reflect the
extant literature, there were several issues that were not identified by the positive deviant foster
youth or essential persons that participated in this study. Chapter 2 revealed that foster youth are
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 108
academically hindered by their overrepresentation in low performing schools where they are
instructed by inexperienced, and sometimes non-credentialed, teachers. Additionally, foster
youth face bureaucratic barriers such as delays in transferring school records which often makes
it difficult for schools to identify academic and emotional needs. Participants in this study
expressed concerns over transience but did not discuss issues related to bureaucracy or
placement in low performing schools. Likewise, the review of the literature identified various
success factors for foster youth who have attained a postsecondary education. However, the
importance of residential placement did not pertain to this study since none of the positive
deviants experienced this type of placement.
In Chapter 2, a framework was presented which reflected the challenges faced by foster
youth that often hinder their chances of attaining a postsecondary education. After conducting
this study, the framework has been revised to show the path taken by positive deviant foster
youth at PPHS. The revised framework now includes the unique behaviors and strategies used by
the academically successful foster youth at PPHS.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 109
Postsecondary
Education

Figure 6. Positive Deviance Framework Revision

This final chapter discusses the emergent themes and their implications for practice as well as
challenges, limitations, and directions for future research.
Implications for Practice
This study focused on identifying the specific strategies and behaviors used by positive
deviant foster youth who graduated from PPHS and who are presently attending a community
Foster
Youth
at
PPHS
Challenges
*Emotional Instability
*Neglect and Abuse
*Home and School Instability
*Delay in School Records
*Unprepared for Adulthood and Independence
*Lack of positive role models
*Lack of interagency collaboration
*Lack of health insurance
*Overrepresentation in Special Education
Classes
*Overrepresentation in low performing schools
*Lack of belongingness
*Unengaged extracurricular activities and
rigorous courses

Uncommon Behaviors & Strategies

Normative Outcomes
*Homeless
*Unemployed
*Incarcerated
*High School dropout
*High School graduation/GED only
Self-
Regulation
Help
Seeking
Behaviors
Self-
Advocacy
Support
Systems
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 110
college or four-year institution. These strategies and behaviors have been organized using the
following findings:
● Plugging into the School’s Culture
● Mentoring other Foster Youth
● Taking Advantage of Existing High School Resources
● Utilizing Resources available to Foster Youth
● Maintaining an Academic Focus
Plugging in to the School’s Culture
The positive deviant foster youth that participated in this study all plugged into PPHS by
joining clubs or sports and communicating with their teachers, coaches and counselors.
Consequently, they were able to mitigate several of the challenges the majority of foster youth
are deterred by. Based on these findings, the researcher recommends that foster youth: 1) join
extracurricular clubs and/or playing sports, and 2) establish relationships with faculty members
so that they can plug into their high school’s culture and campus.
Joining Extracurricular Clubs and Playing Sports. Study data suggest the importance
of support systems for foster youth hoping to attain a postsecondary education. All but one
positive deviant joined a club or sport at PPHS which helped them to combat and overcome the
myriad of challenges that foster youth typically encounter (McKellar, & Cowan, 2011). By
playing football, joining Teen Court and the Social Justice club, this study’s positive deviants
were able interact with other engaged and college-oriented students. The supportive peer
networks that resulted made it easier for Rocio to leave her gang and were continually referenced
by Anthony who cited football and his teammates as his primary motivation to avoid trouble and
maintain his academic focus. Interviews with essential persons support the importance of
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 111
extracurricular programs for foster youth. Mr. Hart believed that by plugging into PPHS foster
youth are better able to develop a family like network of friends and adults. Because of these
findings it is recommended that high schools require foster youth to join at least one club or sport
before their senior year. In order to promote extracurricular organizations, high schools should
implement a “Club Rush Week” during the first semester of each school year. During this club
rush, foster youth and other students will learn about the sports programs and clubs that the high
school offers. Additionally, high schools should require that all students be involved in at least
one extracurricular club or sport in order to graduate.
Establishing relationships with faculty. It is important that foster youth communicate
with their teachers and counselors in order to establish supportive relationships with at least one
faculty member. Data revealed that positive deviants reached out to their teachers and counselors
and were awarded a great deal of support from these adults. These relationships proved crucial in
helping some positive deviants avoid dysfunctional behavior. Additionally, the supportive
relationships with teachers helped keep the positive deviants academically focused. Furthermore,
communicating with a teacher resulted in empathy and emotional support for this study’s foster
youth. The importance of this support on the educational and behavioral outcomes for minority
and at-risk students has been documented by several studies (Decker, Dona, & Christenson,
2006; McGlynn, 2006).
The positive student-teacher relationships established by foster youth with faculty at
PPHS allowed the positive deviants to access adults who were college graduates and who were
willing to share their knowledge of college and the application process. As a result, college
became a realistic goal for the majority of this study’s positive deviants. Due to these findings
the researcher recommends that 1) foster youth identify at least one teacher, coach, counselor or
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 112
other faculty member that they trust and communicate with them, 2) that high schools implement
programs such as an advisory period or the Achievement via Individual Determination (AVID)
program in order to utilize the transformative power of positive student-teacher relationships for
at-risk students, 3) teacher education programs alter their curriculum so that the importance of
establishing supportive and professional student-teacher relationships with at-risk students is
emphasized and 4) that colleges and universities implement systems where foster youth can
create supportive relationships with faculty.
Mentoring Younger Foster Youth
The researcher recommends that foster youth be provided opportunities to be placed in
positions of leadership via mentoring. This study revealed that positive deviant foster youth often
took on a parental role with their younger siblings. The data suggest that being responsible for
someone other than themselves resulted in the positive deviants becoming role model for their
siblings, which further allowed them to maintain their academic focus. Therefore it is
recommended that foster youth be provided with opportunities to mentor other, younger foster
youth. There currently exist several high school mentoring programs such as “Link Crew”. Link
Crew is a program that pairs incoming freshmen with current junior and senior high school
students who serve as “Link Leaders” and provide support and assistance to the freshmen
throughout the course of the year. Programs like Link Crew have been shown to decrease
truancy, behavioral problems, and D/F rates among freshmen (Boomerang Analysis, 2011). The
Link Crew could serve as a model for a foster youth mentoring program.
Utilizing High School Resources
The positive deviants that participated in this study all exhibited various help-seeking
behaviors that allowed them to utilize available resources at PPHS. It is recommended that high
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 113
school counselors, foster parents, and social workers encourage foster youth to 1) seek out
financial aid opportunities, 2) visit the college and career counselor, and 3) receive tutoring when
needed.
Visiting the College and Career Counselor. All positive deviants stated that foster
youth must seek out financial aid opportunities and visit the college and career center as soon as
possible. The two positive deviants that are currently attending four-year institutions took action
during their first two years of high school as opposed to the other positive deviants who did not
visit the college and career center until their junior and senior years. Data revealed that the
positive deviants who are currently in community college were often confused and intimidated
by the college application process. By visiting the college and career counselor during their first
year in high school, foster youth will gain a better understanding of the college-going process
and the postsecondary resources that exist for them such as the Educational Opportunity Program
(EOP) which exist on several community colleges and Cal State campuses in California. As a
result the researcher recommends that 1) foster youth visit their school’s college and career
counselor during their freshmen year or upon transferring into a new school, 2) high school
guidance counselors and college and career counselors collaborate on a “Preparing for College”
pamphlet or flier that includes detailed information about college resources such as
postsecondary institutions that have support programs for foster youth and scholarship
opportunities for foster youth.
Seeking out Financial Aid Opportunities. It is also encouraged that high schools
provide opportunities for foster youth and foster families to learn more about the financial aid
opportunities such as the California Chafee Grant for Foster Youth. Many of the foster youth that
participated in this study were awarded scholarships and grants but only after they took action
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 114
and sought out these opportunities. Several positive deviants, in particular those that did not
consider college until their junior and seniors years, stated that filling out the FAFSA form and
seeking out financial aid was their biggest challenge when applying for college. It is
recommended that high school college and career counselors host financial aid workshops for
foster youth and foster parents in order aid them with the FAFSA form and inform them about
existing financial aid opportunities. It is also recommended that counselors encourage foster
youth to establish accounts on websites geared towards locating scholarship and grant
opportunities for high school students, such as fastweb.com.
Seeking out Tutoring. Both Itzel and Rocio missed a considerable amount of school
while they were homeless. Itzel was able to catch up and maintain her grades by seeking out
tutoring opportunities with her math teachers. Similarly, Martha frequently checked in with her
teachers prior to turning in assignments and after receiving her graded assignments. These
strategies are part of the reason why both girls are currently attending four-year institutions.
Tutoring also helped these positive deviants establish supportive relationships with their
teachers. Based on these findings, it is recommended that 1) counselors and foster parents
encourage foster youth get tutoring in classes that they are struggling in, 2) high schools inform
foster parents of their child’s academic progress on a consistent basis via the use of weekly
progress reports or through emerging online grade databases that several school districts are
beginning to implement. Finally, 3) it is recommended that high schools build tutorial time into
their bell schedule or ensure that tutoring opportunities exist before or after school.
Utilizing Resources available to Foster Youth
Several positive deviants utilized resources that are accessible to all foster youth. They
were able to apply the skills and knowledge they learned to prevent dysfunctional behaviors and
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 115
plan for their futures. Therefore, it is recommended that foster youth 1) be required to attend
Independent Living Program (ILP) meetings which are currently optional, and 2) utilize behavior
management techniques taught to them by therapists and school psychologists such as focused
breathing and journaling.
Attending ILP Meetings. It is recommended that ILP meetings be mandatory for foster
youth. Several positive deviants cited ILP meetings as being very helpful in getting them to think
about their emancipation options and how college can alter these options. ILP meetings also
taught positive deviants the importance of managing their personal finances. Positive deviants,
like Marissa, stated that ILP meetings made them think about their future. At these meetings,
foster youth are taught about housing transition options and also learn how to fill out the FAFSA.
Despite these benefits, many foster youth choose to not attend these meetings. Considering that
the foster youth that participated in this study all struggled with the FAFSA, and taking into
account the reality that foster youth are normally ill-prepared to manage their personal finances
after they emancipate (Yu, Day, & Williams, 2002), it is recommended that ILP meetings be
mandatory for all foster youth.
Utilizing Behavior Management Techniques. Many foster youth are raised in abusive
and/or neglectful homes (Courtney, Piliavin, Grogan-Kaylow, & Nesmith, 2001). Upon removal,
several foster youth experience post-traumatic stress disorder (PTSD) and often times exhibit
dysfunctional behavior. Three of the positive deviants that participated in this study were raised
in such homes and resorted to substance abuse and delinquency to cope with their circumstances.
These positive deviants attended therapy sessions where they were able to talk about their
experiences and emotions and learn a set of healthy coping strategies they could utilize in times
of duress to help them manage their emotions and thus prevent them from further dysfunctional
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 116
behavior. Marissa, Carlos and Rocio used various behavior management strategies such as
journaling, drawing and breathing techniques stay out of trouble. Because therapy is readily
available to all foster youth, it is recommended that 1) behavior management techniques are used
by foster youth in situations that elicit uncomfortable emotions and sometimes produce
dysfunctional behavior, and 2) that these techniques are embraced and enforced by foster parents
in order to decrease the chances for dysfunctional behavior and ultimately help their foster
youths maintain an academic focus.
Maintaining an Academic Focus
The positive deviants in this study all maintained an academic focus by 1) completing
their homework, 2) staying organized, and 3) challenging themselves with more rigorous courses
and electives.
Completing Homework. It is recommended that high schools utilize this study’s
findings and make foster youth aware of the benefits of completing their homework. All positive
deviants completed the majority of their homework. Despite being involved in gangs and
constantly getting in trouble. Rocio made sure to complete the majority of her homework
because, according to her, “being a badass may not pay off, but school will always be there.”
Completing her homework helped Rocio maintain a 2.0 grade point average (GPA) and helped
her establish relationships with many of her teachers who showed interest in her well being as
opposed to being dismissive of her. Furthermore, Rocio’s decision to alter her identity and get
serious about school was made easier by the fact she had already established somewhat decent
grades and did not have to worry about graduating on time.
All positive deviants completed their homework consistently by working in distraction-
free locations, as well as accessing resources at PPHS such as the computer lab, the library and
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 117
tutoring. By doing so, successful foster youth were able to maintain their academic focus.
Therefore, it is recommended that public high schools ensure students have access to libraries
and computer labs before and after the school day. As a result, foster youth will have a quiet
place to complete their homework as well as access to resources such as printers and the Internet.
Additionally, public high schools need to provide opportunities for at-risk students to receive
tutoring. This can be accomplished by 1) establishing a bell schedule that includes a 20-minute
tutorial at the end of each period which will allow teachers to assist students with concepts and
assignments, or 2) ensuring that tutoring is available at the conclusion of each school day. To
achieve this, districts should explore non-profit organizations such as Project Gaining Early
Awareness and Readiness for Undergraduate Programs (Project GEAR UP) or the Personal
Responsibility Education Program (PREP) which provide various educational services aimed at
helping at-risk students hoping to attain a postsecondary education.
Staying Organized. Several positive deviants created organizational strategies that
helped them maintain an academic focus. Organizing binders so that they include dividers for
each class and scratch paper, recording assignments for all classes on a journal and making sure
to have the proper supplies for each class were all simple, yet effective strategies utilized by the
positive deviants in this study. Therefore, it is recommended that foster parents ensure that their
foster children spend at least ten to twenty minutes every night getting their binders, supplies and
backpacks organized for the next school day. In addition, foster youth must consistently record
their class assignments in a planner or journal. This is especially important for foster youth who
attend schools with a rotating schedule. Many positive deviants stated that the rotating schedule
at PPHS was very confusing for them until they began to organize for the next day. Staying
organized also helped the positive deviants stay focused in class and complete their assignments.
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 118
Taking Challenging Courses. Exposure to AP and honors courses is essential for any
high school student hoping to go to college. Two of this study’s positive deviants took a
challenging course load while at PPHS, and, as a result, were able to get into four-year
institutions. For this reason, it is recommended that counselors encourage the foster youth that
they work with to take at least one AP or honors course prior to graduation so that foster youth 1)
are exposed to a curriculum that is more representative to what they will receive in college and
2) have transcripts that are able to compete with other college applicants. Still, many foster youth
may not be ready for AP or honors courses for a myriad of reasons such as knowledge gaps due
to transience. Considering this fact it is important that foster youth are at least kept on an A-G
track so that they will have the appropriate classes needed to be considered at a Cal State or UC.
Study Challenges, Limitations and Implications for Future Research
The goal of this study was to explore the strategies and behaviors used by positive
deviant foster youth who have attained a postsecondary education. It is important to note that
several positive deviants struggled to answers questions related to their challenges, especially as
it related to traumatic experiences such as being homeless and witnessing violence. During these
moments the researcher decided to move on to another topic as opposed to further exploring the
event. Consequently, determining how positive deviants internalized, coped and overcame these
events and whether or not they utilized various support groups proved difficult.
Because this study was confined to the experiences of foster youth who lived in Ranchito
and graduated from PPHS, it is uncertain if their unique behaviors and strategies are applicable
to foster youth attending charter schools, private schools, or other public high schools. Foster
youth in other settings may not have access to supportive teachers and the numerous
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 119
extracurricular activities present at PPHS. The types of positive deviant behaviors and strategies
that are needed to attain a postsecondary education in these settings may be vastly different.
The positive deviant foster youth that participated in this study are currently enrolled in
college as freshmen and sophomores. A longitudinal study should be conducted in order to
determine: 1) how positive deviants perform at the college level, 2) if the positive deviants
graduate from college, and 3) whether or not the positive deviants go on to become employed
and successful adults.
This study did not address the variety of existing social services that exist and how
efficacious they were in regards to postsecondary attainment for foster youth. Programs such as
Project Wraparound and EOP were mentioned as being helpful but determining whether such
programs were vital to the success of foster youth was not possible, due to the scope of this
study. Future research focusing on the impact that outside organizations have on the academic
success is needed.
Finally, the researcher was not able to interview foster parents and social workers due to
scheduling conflicts, lack of time and an unwillingness of some to participate in this study. As a
result, the perspectives of these individuals were not included in this study. However, most
positive deviants did not cite their foster parents as essential persons. Still, in order get a more
holistic understanding of the how positive deviant foster youth were able to experience academic
success, these viewpoints should be considered. Further research also needs to be conducted to
determine the impact of foster parents on the academic success of foster youth.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 120
Conclusion
The extant research on the academic achievement of foster youth is largely deficit based.
This research has clearly identified the challenges facing foster youth that prevent the
overwhelming majority from attaining a postsecondary education. This study approached this
topic from using the asset-based positive deviance framework. The study was conducted in
Ranchito, California with foster youth who attended PPHS. Using the positive deviance approach
the researcher was able to elicit the unique behaviors and strategies utilized by positive deviant
foster youth who are currently attending a postsecondary institution. Qualitative interviews with
essential persons and foster youth produced various strategies that can be used to support foster
youth. The positive deviants that graduated from PPHS utilized support systems, help-seeking
behaviors, academic self-regulation and self-advocacy to mitigate their academic struggles,
transience, abuse, and dysfunctional behaviors. As a result, all are currently enrolled in a two or
four-year institution. The results of this study prove that despite the challenges foster youth face,
none are insurmountable when the proper support is provided and strategies are implemented.
The recommendations of this study should be considered by school districts, teachers,
counselors, social workers, non-profit organizations and foster parents hoping to improve the
academic outcomes of foster youth. Given the proper support and by utilizing the strategies
found in this study, foster youth can excel academically and socially and ultimately attain a
college education.

PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 121
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PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 129
Appendix A: Information Sheet
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089-4038

INFORMATION/FACTS SHEET FOR NON-MEDICAL RESEARCH

Study: Addressing the Academic Underachievement of Foster Youth through a Positive
Deviance Framework

PURPOSE OF THE STUDY

The purpose of this study is to identify the behaviors and strategies of foster youth who
successfully completed high school, or earned their GED, and are now attending a postsecondary
institution.

PARTICIPANT INVOLVEMENT

You will be asked to engage in an interview that may range from 45 to 90 minutes in length.
The minimum time commitment for the interview will be 60 minutes for students and 45 minutes
for school staff or family. If all of the interviewer’s items have been responded to, then the
minimum time commitment will be considered as met.

Participation in the study is always voluntary, and participants can choose to remove
themselves from the study at any time. There will be no researcher- or school-imposed
consequences for choosing not to participate in the study.

In the interview, you will be asked about your thoughts regarding foster youth and academic
success. This will include details about your personal experiences and what it is like to be in
your role as a foster student, family member, or mentor. You will be asked about the types of
things you do in order to get ready for college for college (yourself) or to help other foster youth
prepare for college. One of the major goals of the study is to see how your experiences can be
used to help other foster youth prepare for college

A digital audio recording of the interview will be made, and the results of the recording will be
transcribed to text. The recording is necessary and required for participation in the study.

PAYMENT/COMPENSATION FOR PARTICIPATION

You will receive a $15 gift card for your time to one of the following vendors of your choice:
Target, Amazon.com, or Starbucks. You do not have to answer all of the questions in the
interview in order to receive the card; however, compensation will be provided only in the event
PD TO IMPROVE ACADEMIC OUTCOMES FOR FOSTER YOUTH 130
that a) you have responded to all of the interviewer’s questions, and/or b) you have met the
minimum time commitment requested for the interview.

CONFIDENTIALITY

Although personal information may be collected about you during the interview, your identity
will not be revealed when the results of the study are reported. In cases where specific quotes
are used, pseudonyms will be assigned to protect your identity. Your personal information will
be stored in a location separated from where the transcribed interviews and audio recordings will
be stored, and will be password protected. The transcribed interviews and audio recordings will
not contain any personal information about you within it. Any contact information that you
share will be stored in a password protected location until the data collection period has ended.
At that point, your contact information will be destroyed.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data.

The HSPP reviews and monitors research studies to protect the rights and welfare of research
subjects.

INVESTIGATOR CONTACT INFORMATION

Principal Investigator
Courtney L. Malloy, Ph.D.
Clinical Assistant Professor
University of Southern California
3470 Trousdale Parkway
WPH802, MC 4038
Los Angeles, CA 90089-4038
clm@usc.edu

Co-Investigator and Primary Contact
Daniel J. Diaz, M.A.
Ed.D. Doctoral Candidate
University of Southern California
665 Exposition Blvd
TGF200, MC 1123
Los Angeles, CA 90089-1123
danieljd@usc.edu

IRB CONTACT INFORMATION

University Park IRB, Office of the Vice Provost for Research Advancement, Credit Union
Building, 3720 South Flower Street, CUB # 301 Los Angeles, CA 90089-0702, (213) 821-5272
or upirb@usc.edu

Using Positive Deviance to Improve Academic Outcomes for Foster Youth 131
Appendix B: Consent Form
University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089-4038

CONSENT FORM

The purpose of this study is to identify the behaviors and strategies of foster youth who
successfully completed high school, or earned their GED, and are now attending a postsecondary
institution.

Because you are a former foster youth/played an instrumental role in the life of a foster youth
who is now attending college the researcher has asked you to participate in this study.

This interview is being conducted in order to understand the behaviors and strategies you/____
used while in high school that resulted in you going to college.

During this interview you will be asked about your personal experiences in high school. You will
be asked about what it was like to be a foster student/ mentor a foster student while in high
school. You will be asked details about your/their actions and behaviors while in high school
with a focus on the things you/they did that resulted in academic success and a college education.

The interview will last approximately 45 to 60 minutes.

The interview will be recorded and transcribed by the researcher. All personal information will
be kept confidential and all notes and recordings will be destroyed by the researcher at the
conclusion of the study.

Participation in this study is voluntary and you can choose to remove yourself from this study at
any time without consequence.

Using Positive Deviance to Improve Academic Outcomes for Foster Youth 132
Appendix C: General Recruitment Letter
[Date]

Dear [Insert Participant Name]:

My name is Daniel Diaz, and I am a doctoral candidate in the Rossier School of Education at
University of Southern California. I am conducting a research study as part of my dissertation,
focusing on the uncommon strategies and behaviors used in high school by foster students who
are now enrolled in college. You are invited to participate in the study. If you agree, you are
invited to participate in an interview session that may take between 45 and 90 minutes to
complete and will be recorded via digital audio recorder.

Participation in this study is voluntary. Your identity as a participant will remain confidential at
all times during and after the study.

If you have questions or would like to participate, please contact me at _________________or
by phone at_______________

Thank you for your participation.

Sincerely,

Daniel J. Diaz, MA. Ed.
University of Southern California

Using Positive Deviance to Improve Academic Outcomes for Foster Youth 133
Appendix D: Interview Guides
POSITIVE DEVIANT INTERVIEW PROTOCOL

Introduction:
Before we talk I want to take a few minutes to review the purpose of this study and
explain why I asked you to participate in it. I have a consent form here [hand to participant] and
I’d like to quickly review it with you.
The reason why I asked you to be a part of this study is because I want to better
understand the actions you took in high school that contributed to you going to college. In order
to make sure that I accurately capture everything that is said during this interview I will be
recording our conversation. Is that ok with you? Do you have any questions before we begin?

Questions:
1. Tell me a little about yourself.
2. Are you enjoying college thus far?
3. Have you made any new friends or joined any clubs?
4. Are you working while you’re going to college?
5. Are you still in contact with you foster family?
-----------------------------
6. Did you ever consider not going to college? Why?
7. When did you decide that you were going to college?
8. What influenced you to go down this path? How?
9. What was a typical high school day for you once you made the decision to go to college?
10. [CHAIN SAMPLING—ESSENTIAL PERSONS]Who, if anyone, has supported you
along the way? How?
a. What did they do?
b. How did you find these supportive people/networks?
11. What are some the CHALLENGES you faced after you made the decision to go to
college? Do other foster students face these same challenges?
12. What daily OBSTACLES did you encounter when you were working towards going to
college?
a. How did you overcome them?
b. What strategies did you use?
-----------------------------------PD STRATEGIES------------------------------
13. What steps did you take to go to college?
14. What strategies did you use to overcome your challenges?
15. Which strategies have been the most useful to you? Which have made the biggest
difference in your success?
16. What does a college-going foster youth look like to you? What do they do?
17. Think about other foster youth like yourself. Do you know others who are also
successful? What did they do to become successful?
18. Think about other foster youth like yourself who did not go to college. How are they
different?
19. What advice would you give foster youth who want to go to college?
20. What lessons have you learned during your path to college that might benefit other foster
youth? Is there anything else that you’d like to share
Using Positive Deviance to Improve Academic Outcomes for Foster Youth 134
ESSENTIAL PERSONS INTERVIEW PROTOCOL
Introduction:
Before we talk I want to take a few minutes to review the purpose of this study and
explain why I asked you to participate in it. I have a consent form here [hand to participant] and
I’d like to quickly review it with you.
The reason why I asked you to be a part of this study is because I want to better
understand the actions __________ took in high school that contributed to their success. In order
to make sure that I accurately capture everything that is said during this interview I will be
recording our conversation. Is that ok with you? Do you have any questions before we begin?

Questions:
1. Tell me a little about yourself.
2. Have you worked with foster youth other than [positive deviant’s name]? If so, can you
describe your experiences?
3. What challenges did [PD name] have to overcome?
4. What types of things did [PD name] do that helped him/her overcome these challenges?
5. How do other foster youth typically respond to those challenges? –IF APPLICABLE
6. Do you think that other foster youth could use the strategies [PD name] used and also be
academically successful?
7. Explain the ways you supported [PD name] while they were in high school?
8. What advice would you give to foster youth at PPHS?
9. What advice would you give to staff members who work with foster youth?
10. Is there anything else you would like to share?

Abstract (if available)

Abstract This study utilized the theory of positive deviance to explore the challenges and success factors for foster youth who have attained a postsecondary education. To accomplish this, twelve interviews were conducted. Six interviews were conducted with college-going foster youth and six adults who served as mentors for the foster youth participants while they were enrolled in high school. Results revealed that foster youth faced challenges connected to transience, dysfunctional behavior, abuse, and academic struggles. However, the foster youth that participated in this study mitigated these challenges by utilizing specific strategies including exhibiting help-seeking behaviors, academic self-regulation, self-advocacy, and utilizing support systems. Findings from this study have significant implications for foster youth hoping to attain a postsecondary education (e.g., mentoring other foster youth), as well for foster parents, high schools, colleges and foster youth organizations seeking to aid in the academic achievement of foster youth (e.g., utilizing resources available to foster youth).

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Diaz, Daniel J. (author)

Core Title Beating the odds: applying the positive deviance framework to address the academic underachievement of foster youth

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 08/01/2013

Defense Date 06/17/2013

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag foster youth,OAI-PMH Harvest,positive deviance,postsecondary education

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Malloy, Courtney L. (committee chair), García, Pedro Enrique (committee member), Stowe, Kathy (committee member)

Creator Email danieljd@usc.edu,danny7997@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-311108

Unique identifier UC11293191

Identifier etd-DiazDaniel-1919.pdf (filename),usctheses-c3-311108 (legacy record id)

Legacy Identifier etd-DiazDaniel-1919.pdf

Dmrecord 311108

Document Type Dissertation

Format application/pdf (imt)

Rights Diaz, Daniel J.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA