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Children with disabilities represent a significant and increasing proportion of children in foster care. In a national sample of 304 foster mothers we identified two groups of mothers, one willing to foster children with any type of disability except HIV/AIDS (51%) (Unconditional mothers), and a second group who were more selective (49%) (Selective mothers). Unconditional mothers fostered longer, fostered more children, and had more foster children in their homes.

Many foster parents serve only briefly, and foster and adopt few children. Anecdotal reports suggest that a small percentage of foster parents provide a disproportionate amount of care; however, we know virtually nothing about these parents. This study applied the Pareto Principle, also known as the 80-20 rule or Vital Few, as a framework to conceptualize these foster parents. Using latent class analysis, two classes of mothers were identified: one accounted for 21% of mothers and the other 79%. We refer to the former as the Vital Few and the latter as the Useful Many. Vital Few mothers fostered 73% of foster children - 10 times more than Useful Many mothers although only fostering three times longer. They adopted twice as many foster children while experiencing half the yearly rate of placement disruptions. Vital Few mothers were less likely to work outside the home, had better parenting attitudes, more stable home environments, more time to foster, and more professional support for fostering, but less support from kin. Further, they were as competent as the Useful Many on numerous other psychosocial measures. Understanding characteristics of these resilient Vital Few can inform recruitment and retention efforts and offer realistic expectations of foster parents.

This study examined associations between foster mothers' state of mind in regards to attachment (as measured by the Adult Attachment Projective [AAP]) and foster mothers' descriptions of their foster children (as measured by the Parent Development Interview [PDI]) for 37 foster mothers. Sixteen foster mothers were classified as secure-autonomous while twenty-one were classified as insecure in regards to attachment. Approximately sixty percent of the insecure foster mothers were classified as unresolved with regards to attachment. It was hypothesized that there would be differences between secure and insecure foster mothers on the 13 PDI subscale scores. Results indicated that the two groups (secure and insecure foster mothers) differed significantly on 7 constructs in the PDI; namely pleasure, business of caregiving, achievement, comfort/safe haven, perspective taking, enmeshment, pleasure and pain. Findings suggest foster mothers' attachment status is related to their representations of their foster children. The distributions of attachment classifications in the current study are consistent with those found in other studies and suggest that foster mothers are unresolved in regards to attachment. It is suggested that focus should be on further research and the development of intervention programs related to quality foster parenting. The implications of these findings and directions for future research are discussed.

The purpose of this study was to identify possible variables that may contribute to a foster child's passing or failing of the California High School Exit Exam.

A college education offers people social and economic benefits, yet youth from foster care backgrounds are less likely than their peers to attain a college education, which places this already vulnerable population at higher risk for a lifetime of living on the margins of society. Foster alumni face multiple obstacles to accessing and persisting in higher education. To facilitate and support the success of this frequently overlooked population, professionals in higher education need to understand these obstacles. Little is known about the experiences of youth with foster care backgrounds as they transition into and through higher education. Although existing research has reported the academic, health, and social effects of having been in foster care, little is known about why foster alumni do not persist in higher education. This study used student-development theory, specifically Schlossberg's transition theory, Tinto's theory of student departure, and Bourdieu's work on social and cultural capital to provide a conceptual framework through which to view the lived experiences of youth with foster care backgrounds. Because, for many youths with foster care backgrounds, the pathway to the baccalaureate degree is through a community college, this study examined and explored the transition experiences of foster alumni about to begin or currently enrolled at an Oregon Community College. The study explored the factors that challenge and facilitate foster alumni persistence towards the attainment of a college degree.

The purpose of this study is to examine the level of social support in a sample of foster youth nearing emancipation. Additionally this study seeks to examine if a relationship between social support and anxious and/or avoidant attachment styles can be observed.

The purpose of this study was to evaluate and compare the outcomes of the Independent Living Program (ILP) of former foster youths who have aged out of foster care and group care in San Bernardino County of California using an exploratory and quantitative survey design.

The purpose of this study was to understand the levels of competence that master's level social work students have in regard to the issues of lesbian, gay, bisexual and transgender foster youth.

The purpose of this study was to assess social worker perspectives on challenges that foster youth encounter in attaining adequate educations. Social workers need to be able to identify the best services and resources that will help this population continue their educational advancement.