Relationships And Expectations For Educational Achievement Of Foster Youth
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| Author | : Robert Christian Calvert |
| Publisher | : |
| Total Pages | : 119 |
| Release | : 2017 |
| Genre | : Academic achievement |
| ISBN | : |
Youth in foster care often perform at lower levels academically than those not in foster care. Prior research on the nature of the relationships that affect former foster youth's educational path has been inconclusive. Though it is widely believed that positive relationships with faculty, staff and peers is beneficial for this group, further inquiry into the former foster youth's experience of relationships within the context of education could help to better facilitate improvements for this vulnerable population. The purpose of this study was to examine the perceived effect of relationships on former foster youth's post-secondary educational expectations. Seven community college students who were in foster care for at least two years and were enrolled in courses for credit at the community college were interviewed. The data was coded thematically and the interview was modified based on the emerging themes expressed in the interviews. From this analysis three themes emerged: (a) influential relationships are based on sense of connection; (b) compulsion to perform academic tasks was later identified as supportive to educational success; (c) relationships with those with academic knowledge were seen as beneficial. The major findings of this study were established through the framework of social learning theory and the existing literature relating to the topic. Three insights emerged from analysis of the interview transcripts: (a) Compulsion benefited former foster youth after enrolling in college when it provided a structure that was seen as achievable, provided the opportunity for connection with other students with similar background and experiences, and facilitated the navigation of bureaucratic systems; (b) influential relationships with former foster youth often began with the concurrence of the former foster youth being in a position of receptivity to the kindness of the partner in the relationship, and the partner in the relationship's recognition of need and willingness to commit above and beyond what would be called for by their position or connection to the former foster youth; (c) due to often difficult experiences, former foster youth had difficulty investing in others and receiving help from others, even those with the best of intentions, and this provided an opportunity for those who interacted with them to provide evidence contrary to their low expectations.
| Author | : Kevin Kowalczyk |
| Publisher | : |
| Total Pages | : 216 |
| Release | : 2020 |
| Genre | : |
| ISBN | : |
There are roughly 400,000 children in the foster care system throughout the United States. Many of these children enter care after experiencing some sort of physical or emotional trauma. This trauma has a potentially damaging impact on the educational achievement of this scarred population. The data show that these children are at high risk for poor educational achievement. With the help of caring adults, these children can overcome barriers and achieve academic success. The purpose of this phenomenological qualitative study was to explore the educational experience of students in foster care through the perspective and expectations of multiple stakeholders and to investigate the role that stakeholders play in the educational achievement of foster children. This qualitative study gained insight into the perspective that stakeholders have of the educational experience of foster children. In addition, this study investigated the expectations that stakeholders have of the educational achievement of foster children. Adult stakeholders0́4including foster parents, caseworkers, and school officials0́4are important for children in foster care as they serve as advocates and as a source of consistent educational support. The participants in the study included three certified foster parents, three caseworkers and four school officials who have all had contact with school-age foster children. Through the use of open-ended interview questions, the researcher gained insight into the perspective that stakeholders have of the educational experiences of foster children in their care, as well as the expectations they have for the academic achievement of the foster child. The study identified seven themes0́4including trauma, relationships, impactful people, established habits, communication, realistic expectations, and motivation0́4that stakeholders believe contribute to the academic successes and failures of children in foster care. The theoretical framework selected to better understand the stakeholders' perceptions and expectations of the achievement of foster children, and their role in impacting foster children's educational experiences, was Bronfenbrenner's Ecological Model (1979). Limitations, recommendations for future studies, and implications for practice were also discussed.
| Author | : Kourtney Bernard-Rance |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
Children in New Jersey's foster care system are more likely to remain in their home school when they enter foster care, thanks to a law passed in 2010, giving these fragile children improved educational stability. The law allows children to remain in their "school of origin" when they are placed in foster care, even if the foster home is in a different town. Prior to 2010, New Jersey's school residency laws prohibited that from happening. The intent was to minimize the disruption foster children experience, giving them the continuity of remaining in a familiar school with friends, teachers and other school staff they know. Foster youth, in general, struggle more in school than other children. Having educational stability can help improve their academic success. Advocates for Children of New Jersey (ACNJ) conducted a survey of child welfare stakeholders to learn how the implementation of the law was affecting children. The survey found that most respondents believed that the law has helped reduce school disruptions for children in placement and has benefitted children's academic performance, physical and mental health, and relations with friends. The foster home's distance from the child's original school was the most common reason cited why children changed schools. Most survey respondents reported that the process for deciding whether a child should remain in the home school was working fairly well. However, they did identify ongoing issues, including difficulty arranging transportation and communications issues. This brief report summarizes the findings from the study and provides key recommendations for the Division of Child Protection and Permanency (DCPP) and family courts.
| Author | : William Jeynes |
| Publisher | : Taylor & Francis |
| Total Pages | : 378 |
| Release | : 2022-07-18 |
| Genre | : Education |
| ISBN | : 1000619494 |
Offering contributions from international leaders in the field, this volume builds on empirically informed meta-analyses to foreground relationship-based aspects of parental involvement in children’s education and learning. Chapters explore how factors including parent-child communication, cultural and parental expectations, as well as communication with a child’s teacher and school can impact educational outcomes. By focusing on relationships between parents, teachers, and students, chapter authors offer a nuanced picture of parental involvement in children’s education and learning. Considering variation across countries, educational and non-educational contexts, and challenges posed by parental absence and home schooling, the book offers key insights into how parents, schools, communities, and educators can best support future generations. Using multiple forms of research from the relational perspective, this volume will be of interest to students, scholars, and researchers with an interest in educational psychology as well as child development.
| Author | : Rita Avidikian |
| Publisher | : |
| Total Pages | : 65 |
| Release | : 2018 |
| Genre | : Dissertations, Academic |
| ISBN | : 9780438071155 |
The purpose of this research is to examine the factors contributing to the academic journey of adolescents in the foster care system. The specific objection of this analysis is to review different barriers that effect the academic outcome of youth. In addition, this study examines the impact of placement stability and positive adult relationship with a greater focus. This study includes a qualitative content analysis with an extensive literature review of scholarly peer reviewed articles with the dependent variable of academic outcome. The significance of the findings is the complexity of resolving the issue. The research discovers interventions that have been implanted addressing each specific barrier. However, additional research is needed to understand the educational gap amongst foster care youth, and to explore challenges that rise in the lives of these adolescents.
| Author | : Gwen Bass |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
Foster parents have been excluded from efforts to improve educational outcomes for foster children, yet they have the potential to serve as powerful advocates for youth in schools if they are adequately trained and supported on how to do so. The purpose of the present study is to identify key skills and to develop an instrument that can be used to assess competence among Massachusetts foster parents in parenting skills that have been identified in the literature to underlie academic engagement. This research is based on the idea that foster parents have the potential to contribute positively to youth engagement and success in school if they are trained to implement parenting practices that support youth development in ways that improve school performance. While foster parent training is required in several states, extant research suggests that there is limited benefit of the most commonly adopted training curricula (Dorsey et al., 2008; Festinger and Baker, 2013). No surveys to date specifically evaluate foster parents' preparedness to meet the unique developmental and educational needs of youth in foster care. This instrument was informed through a comprehensive synthesis of literature on foster parent training outcomes and an analysis of the Massachusetts Approaches to Partnerships in Parenting (MAPP; Department of Children and Families, 2001) curriculum. Through these analyses, six domains of parenting skills emerged: building relationships with youth, empathy towards youth, educational process and role, developmentally appropriate expectations, behavior management, and social-emotional development. The instrument was then refined through an iterative process that was informed by a focus group with expert foster parents and cognitive interviews with foster parents. Findings from the focus group were used to explore the relevance of the underlying constructs. The cognitive interviewing led to the refinement of the questions based on foster parents' feedback on the appropriateness and clarity of the content. The resultant measure is intended for use improving foster parent training content and pedagogy, to ensure foster parents' preparedness to parent in ways that set the stage for educational attainment and success in adulthood, and in future research on long-term outcomes for youth in foster care.
| Author | : Devin James Mc Guier |
| Publisher | : |
| Total Pages | : |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
Success in school is a key protective factor for youth in foster care. Communication and collaboration between schools, child welfare, and other service providers are crucial for promoting school success among foster youth. However, concerns that teachers may view youth in foster care negatively simply because of their foster care status create a barrier to communication and collaboration. Despite these concerns, to date virtually no quantitative research exists documenting the presence of bias toward foster youth in academic settings. This study used an experimental design to test whether informing elementary school teachers of hypothetical students foster care status resulted in biased expectations, attributions, and decision-making. This study also examined the effect of student race on teachers judgments and decisions, as well as the extent to which teacher well-being mitigated or enhanced effects of student foster care status and student race. Teachers (n = 179) reported lower academic expectations for students in foster care compared to their peers and were biased toward attributing foster youths academic and behavior problems to less internal, less controllable causes. Teachers were also more likely to attribute behavior problems to more stable causes and to recommend special education evaluations for students in foster care. Effects of student race were limited to a bias toward attributing academic and behavior problems to less internal causes, attributing academic problems to less controllable, less stable causes, and assignment of less harsh discipline responses for Black students compared to White students. There was some evidence that teacher well-being (most notably teacher sleep problems) moderated effects of student foster care status on teachers judgments and decisions such that poorer teacher well-being was associated with greater bias toward foster youth. Implications for policy and practice to support teachers in their interactions with students who are in foster care are discussed.
| Author | : Joyce L. Epstein |
| Publisher | : Corwin Press |
| Total Pages | : 508 |
| Release | : 2018-07-19 |
| Genre | : Education |
| ISBN | : 1483320014 |
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
| Author | : Gary Creasey |
| Publisher | : Routledge |
| Total Pages | : 282 |
| Release | : 2012 |
| Genre | : Education |
| ISBN | : 0415894158 |
This timely volume explores essential themes, issues, and challenges related to adolescents' lives and learning in underserviced urban areas. Distinguished scholars provide theoretically grounded, multidisciplinary perspectives on contexts and forces that influence adolescent development and achievement. The emphasis is on what is positive and effective, what can make a real difference in the lives and life chances for urban youths, rather than deficits and negative dysfunction. Going beyond solely traditional psychological theories, a strong conceptual framework addressing four domains for understanding adolescent development undergirds the volume: developmental continuities from childhood primary changes (biological, cognitive, social) contexts of development adolescent outcomes. A major federal government initiative is the development of programs to support underserviced urban areas. Directly relevant to this initiative, this volume contributes significantly to gaining a realistic understanding of the contexts and institutions within which urban youths live and learn.
| Author | : Peter J. Pecora |
| Publisher | : OUP USA |
| Total Pages | : 320 |
| Release | : 2010 |
| Genre | : Family & Relationships |
| ISBN | : 0195175913 |
The Northwest Foster Care Alumni Study found that quality foster care services for children pay big dividends when they grow up. Key investments in highly trained staff, low caseloads and robust complementary services can dramatically reduce rates of mental disorders and substance abuse. This book offers a model foster care programme.
