This dissertation explores the education of foster care children through the perspectives of classroom teachers. Numerous studies have found that foster youth experience depressed educational outcomes relative to their peers. A meta-analysis of such studies reported depressed educational outcomes in terms of standardized test scores, grade averages, retention rates, and suspension and expulsion rates (Scherr, 2007). Foster care is most often associated with maltreatment, which in turn has been linked to depressed educational outcomes (Runyan, 1985) and to insecure attachment (Howe, 1999). Attachment theory, which emphasizes the impact of relationships in early childhood on future relationships, informed this study. Purposeful sampling was used to identify classroom teachers in a rural Vermont high school that serves a large number of foster youth relative to its size. Participants were selected based on their high degree of experience with and perceived success in supporting students in foster care. In interviews, teachers were asked to describe distinguishing characteristics of foster youth as well as their relationships with peers and adults while at school. Teachers described several characteristics of foster youth, including the perceived impact of trauma on foster youth‟s ability to attend to school and school related tasks. Teachers also characterized intense relationships between foster youth and their peers, and between foster youth and adults at school. Participants also identified several strategies they believed to be effective in supporting this population, each of which emphasized the development of caring relationships between teachers and foster youth. Teachers shared concerns about the impact of frequent placement changes on the educational experiences of foster youth. Interviewees also noted that their support of foster youth was hampered by insufficient information about changes in students‟ status. Intersections between the characteristics of foster youth and selected literature on attachment theory and traumatic stress are explored in the interpretation of the findings. Finally, this study utilizes a feminist ethic of care to contextualize relationships between foster youth in schools and effective teacher strategies.

In this study, 10 former/current foster youth were interviewed about their foster care experiences by examining factors that contributed them from pursuing higher education and factors that may have influenced them from not pursuing higher education. Data collection occurred throughout Riverside and San Bernardino Counties. The results of the study found that there were four themes, which presented to be factors that are influential in foster youth pursuing or not pursuing higher education. These themes are centered on the environment, support factors, the foster youths drive and types of services that they received while in foster care. The results of the study imply that there are significant barriers to foster youth pursuing higher education and there are influential factors that foster youth experience in pursuing higher education. This study recommends that there should be an expansion of the research conducted to continue to access which areas can influence foster youth to pursue higher education.

In the United States, foster youth graduate college at a lesser rate than non-foster youth counterparts. Thus, this study focused on factors that contribute to foster youth pursuing higher education. Qualitative data were collected through face-to-face interviews with nine participants consisting of social workers and educational liaisons employed by child protection agencies in Southern California. The data were analyzed and the following five themes were developed using content analysis: identified barriers, knowledge of services, guidance and support, collaboration, and educational liaisons assigned to Extended Foster Care clients. Study findings suggest that social workers and educational liaisons knowledge of educational programs varies and as a result there is an absence of consistency when referring foster youth to educational services and programs. The study also found that there was a lack of understanding about educational programs and other on campus resources, which highlights the need for increased collaboration amongst child protection agencies, schools, and universities. Last, findings suggest that this population would benefit from formal educational services beyond the age of eighteen.

The Child Welfare system is widely known as the macro system responsible for ensuring the safety of children within particular parameters, which, in some cases, results in the removal of these individuals from their family of origin. Research has explored the short- and long-term effects of this disruption in hopes of improving the ability of services to effectively prevent negative effects. Despite improvements on a macro and micro level, foster youth continue to be unprepared for the transition out of the foster care system, resulting in negative outcomes. According to research, the newly developed theory of emerging adulthood may have implications in terms of the component that is key to the success of this population in the future. The purpose of the current study was to explore the importance of social support for newly emancipated foster youth. This study utilized a qualitative study design and sought data in the form of self-reports which were captured through an interview that consisted of 14 questions. Participants included 8 administrators working in the counties of San Bernardino and Riverside who possessed at least two years experience working directly with emancipated foster youth or with an agency which provided services to this population. The data collected was conceptualized as a model that highlighted the application of the theory of emerging adulthood as important in terms of service implementation; however, implementation would require the reconsideration of policy and improvement the utilization of services by foster youth in order to increase permanent placement. The results of this study implies that future research should determine the benefits of beginning independent living services at a younger age, linking these individuals with informal support systems, transitioning these individuals to a social worker with the knowledge and ability to apply the theory of emerging adulthood, regarding these individuals as active participants in the services provided, and providing foster parents with psychoeducation.

This dissertation examines the experiences of foster youth as they prepare for life after emancipation from state custody. Every year in the U.S., around 25,000 youth in foster care reach the legal age of emancipation and subsequently leave state’s custody. Colloquially, this transition is known as “aging out”. Although the youth who “age out” are legally considered adults, few are ready to meet the challenges of adulthood independently. These youth are more likely than their same aged peers to end up incarcerated, face unemployment or underemployment, drop out before finishing high school, and experience substance abuse problems or a mental health disorder (Shirk & Stangler, 2005). This study adds to the growing body of knowledge about the experiences of teenaged youth “aging out” of foster care. Though empirical studies have documented challenges facing emancipated youth (Craven & Lee, 2006), very little work has examined the actual experiences of emancipation from the perspective of youth and their guardians. Using illustrative case methodology, this dissertation captures life story perspectives on the experiences of teenaged foster youth and their guardians as they prepare for life after emancipation. A qualitative approach was utilized to provide experiential data to inform the practice standards and program effectiveness associated with the services and supports these youth received while in custody of the State’s Department for Youth and Families. A project of the Vermont Research Partnership, the study was able to utilize logistical and ethical consultation from state agency leaders during the development of methodology. The findings describe and analyze the challenges and successes that youth in foster care encounter as they prepare for life after emancipation. Interview data with youth, guardians and service providers highlighted themes related to preparedness including the barriers to youth perceptions of adulthood, the ubiquity of trauma experiences, the cost of staff turnover, the importance of long term relationship, and the “pull” of the biological family. The results of the study reveal a complex intertwining of personal, familial and systemic issues that converge to hinder preparedness for independent living despite the determined efforts of foster parents, service providers, families and the youth themselves. The study suggests areas for future research as well as policy recommendations related to service provision for teenaged youth in custody as well as emancipated youth.

As Counties continue to grow and the need for foster parent’s increases, resources become scarce. In San Bernardino County, Juvenile drug court is no longer offered, which has led to fewer resources for foster parents in need of substance abuse treatment services. Without access to juvenile drug court, foster youth are often in need of substance abuse treatment services after they have been placed, as part of rehabilitation and success. Substance abuse issues are often found at the initial interaction of children and family services, and foster youth agencies; however, for ongoing treatment, there are few resources. The purpose of this study focused on foster parent’s perceptions of barriers to accessing substance abuse treatment for foster youth. In order to create solutions and break these barriers, it was important to find out where the problem may have started. Data consisted of questionnaires given to San Bernardino County licensed foster parents who have had placement within the last two years. Given the information that was found, it was concluded that there are limited resources for foster parent caregivers, and having found this information has allowed for San Bernardino County Children and Family Services to ensure the barriers that limited access can be broken.

The purpose of this study was to demonstrate the social and psychological implications created by unstable placements and trauma experienced by former foster youth. The participants of the study were recruited from college campuses via Extended Opportunity Program and Services liaisons as well as the Guardian Scholar Program liaisons. The sample included individuals that identified as former foster youth and individuals that identified as never being in foster care. The findings indicated the social and psychological differences among former foster youth that resided in unstable living arrangements as compared to youth that were not in foster care.

This study explores the contributing factors to collegiate foster youth’s college attendance and retention while in college. A qualitative study was conducted consisting of eight face to face interviews were conducted. Participants were student recipients of California State University, San Bernardino’s Educational Opportunity - Renaissance Scholars Program. Areas studied: pre-college admission, transitional support systems, and retention support while in college. Results identified support from high school teachers and school counselors played significant roles in the participant’s future college attendance, family support was not a significant influence, and social work support was not reported by any participants. All participants received supportive services from the Renaissance Scholars program after college admission, however, a majority were not aware of the program’s existence prior. Once in college, many of those who received pre-college support from school counselors and teachers stated an ongoing positive social relationship while traversing college. Psycho-socially, the “life changing event” of attending college, created enduring relational-bonds for students. Conversely, participants without positive support equated to the lack of support (being told that they would not succeed) as their driving force to attend college. The results highlight the significance divide between the positive ongoing resources provided by social services, and the foster youth’s perception of social services interactions towards their benefit. These results illuminate the importance of providing ongoing pre-college, transitional support systems, and retention support resources, to current and former collegiate foster youth. This studies goal is to help increase the social worker's knowledge about foster youth population and its higher education needs.

The purpose of this study is to explore and identify the attitudes and perceptions of faculty, staff and administrators within a California community college system on what promotes academic success for former foster youth enrolled in courses at that college campus. Participants for this study were contacted via the college’s email list serve in which they were asked for consent to participate in the study’s electronic survey. A total of 41 respondents participated in the study and provided responses to the self-administered questionnaire that was sent campus wide to the college’s faculty, staff and administrators. This research study was conducted in support of the college’s Guardian Scholars (GS) program and was aimed at identifying ways in which the campus community supports former foster youth students in navigating the college pathway process. The outcomes of this study highlighted respondents top two most identified factors that promote academic success for former foster youth based upon order of importance. Survey respondent of this research study ranked access to stable housing the number one most important factor followed by financial aid as the second most important factor to the academic success for former foster youth enrolled in college courses in the California Community College system.

This study examined former foster youth’s perceptions of the skills and services they received while they were in the foster care system. More specifically the efficacy of these services, and what services and skills they believed would have been helpful to assist them in their transition into independent living. A qualitative design was used, and semi-structured face-to-face and telephone interviews were conducted with ten former foster youth who aged out of foster care at age eighteen through twenty-one. Two males and eight females from diverse backgrounds participated in this study. Participants were recruited through availability and snowball sampling at community agencies, college campuses, and the community. This study found that participants experienced a difficult time transitioning from foster care to independent living, felt unprepared after leaving foster care, needing additional services, and expressed wanting to have received more in depth financial management skills. This study recommends providing additional independent living skills, social support, and participation in the Independent Living Program as part of foster youth’s case plan when preparing to transition out of foster care into independent living.