Presentation Type
Oral Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
In 2016, the Adoption and Foster Care Analysis Reporting System reported that 437,465 children were in foster care. Removal of a child from their family typically happens for reasons that pose immediate safety risks, such as abuse, neglect, parental substance abuse, unsuitable living conditions, parental mental illness, family violence, or the absence of parents (Lohr & Jones, 2016). For these reasons, children who are or have been in foster care are at risk of experiencing a variety of negative health and behavior outcomes. One domain where foster children face specific challenges is the education system. Frequent placement changes often result in a change of schools and cause disrupted learning throughout the K-12 education (Morton, 2018). As foster children get older and emancipate from foster care, they are left to make the decision of continuing their education on their own, often without financial or moral support (Courtney, 2009; Morton, 2018). Without support, the transition from primary to secondary education becomes more of an obstacle. In research, former foster care students enrolled in college reported that uncontrolled mental health issues and poor emotion regulation skills were barriers to their success (Morton, 2018). Additionally, research has found that up to 75 percent of college students report adverse childhood experiences (Calmes et al., 2013). These students encounter risks in the academic world such as negative college adjustment and lower academic achievement and are two times as likely to drop out before completing a degree as those with no trauma history (Banyard & Cantor, 2004). The current study sought to explore the relationships between childhood trauma history, foster care history, college enrollment and adjustment, and resilient qualities that contribute to academic success through a mixed-methods approach. Participants completed 2 to 3 online surveys that collected information about childhood experiences (Adverse Childhood Experiences questionnaire), resilience qualities and behaviors (Academic Resilience Scale), and foster care experiences (Foster Care Experience Survey). The questions specifically posed to former foster children inquired about relationships, supports, and protective factors in relation to their foster care experiences and how these things have supported or inhibited their success. A primary goal of this study was to identify specific themes across participant responses to inform what aspects of the college transition were useful and what is needed for future students transitioning from foster care to college. Hearing from former foster children firsthand, as was done in this study, can give educators and policy makers a glimpse into the major struggles they are facing and highlight key areas for improvement. This presentation will help viewers acquire skills to implement strategies that maintain supportive learning environments for students with childhood trauma or foster care experience.
Mentor Name
Jacqueline Brown
College success is for Foster Children too
In 2016, the Adoption and Foster Care Analysis Reporting System reported that 437,465 children were in foster care. Removal of a child from their family typically happens for reasons that pose immediate safety risks, such as abuse, neglect, parental substance abuse, unsuitable living conditions, parental mental illness, family violence, or the absence of parents (Lohr & Jones, 2016). For these reasons, children who are or have been in foster care are at risk of experiencing a variety of negative health and behavior outcomes. One domain where foster children face specific challenges is the education system. Frequent placement changes often result in a change of schools and cause disrupted learning throughout the K-12 education (Morton, 2018). As foster children get older and emancipate from foster care, they are left to make the decision of continuing their education on their own, often without financial or moral support (Courtney, 2009; Morton, 2018). Without support, the transition from primary to secondary education becomes more of an obstacle. In research, former foster care students enrolled in college reported that uncontrolled mental health issues and poor emotion regulation skills were barriers to their success (Morton, 2018). Additionally, research has found that up to 75 percent of college students report adverse childhood experiences (Calmes et al., 2013). These students encounter risks in the academic world such as negative college adjustment and lower academic achievement and are two times as likely to drop out before completing a degree as those with no trauma history (Banyard & Cantor, 2004). The current study sought to explore the relationships between childhood trauma history, foster care history, college enrollment and adjustment, and resilient qualities that contribute to academic success through a mixed-methods approach. Participants completed 2 to 3 online surveys that collected information about childhood experiences (Adverse Childhood Experiences questionnaire), resilience qualities and behaviors (Academic Resilience Scale), and foster care experiences (Foster Care Experience Survey). The questions specifically posed to former foster children inquired about relationships, supports, and protective factors in relation to their foster care experiences and how these things have supported or inhibited their success. A primary goal of this study was to identify specific themes across participant responses to inform what aspects of the college transition were useful and what is needed for future students transitioning from foster care to college. Hearing from former foster children firsthand, as was done in this study, can give educators and policy makers a glimpse into the major struggles they are facing and highlight key areas for improvement. This presentation will help viewers acquire skills to implement strategies that maintain supportive learning environments for students with childhood trauma or foster care experience.