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The Lived Experience of Foster Youth as Community-College Students

机译：寄宿青年作为社区大学生的生活经历

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摘要

The purpose of this study was to determine what life is like for foster youth pursuing postsecondary education. At a time when few foster youth are pursuing and completing higher education, this study attempted to gain an understanding from foster youth about 1) the reason(s) for their success in pursuing postsecondary education, 2) how they were able to become college-bound high school students and access postsecondary education, 3) the networking strategies they used to acquire the social capital necessary to pursue postsecondary education, and 4) what their experiences had been in regard to their colleges' support of their pursuits of postsecondary education. A qualitative-phenomenological research design was employed. In-depth interviewing involving a series of three interviews with each of eight foster youth currently attending community college was the data-collection method. Data sources included the digital recordings and transcripts of the participants' verbal responses to open-ended questions and the researcher's notes and written reflections. Data analysis was based on a Reductionist Approach including epoche, bracketing, and coding toward the development of emergent themes. Themes confirmed and informed through NVivo included school, math issues, foster-care system's role in higher education, career choice, college, future, and foster-youth advice. Findings included that the foster-care system and the Independent Living Program (ILP) can provide the social capital children usually receive from their parents to pursue postsecondary education. Once foster youth were 18 years old, or in their senior year of high school, ILP caseworkers assisted them in accessing higher education. The challenge is to provide support and information to all foster children by middle school. Foster children need to be part of college-going cultures; they need pre-college experiences such as visiting colleges and universities in order to have the information and confidence they need to reach their educational goals. Foster children need to know they are not limited in their aspirations and that they will have the necessary funding to complete higher education. This is a social-justice issue, and foster children need to be prepared so that upon high school graduation, college can just be the next step.
机译：这项研究的目的是确定追求中学教育的寄养青年的生活是什么样的。在很少有寄养青年追求并完成高等教育的时候，本研究试图使寄养青年了解以下方面：1）成功追求中学后教育的原因； 2）他们如何能够成为大学—约束高中生并接受高等教育； 3）他们用来获得追求高等教育所必需的社会资本的网络策略； 4）他们对大学对追求高等教育的支持所获得的经验。采用了定性现象学研究设计。数据收集方法是对当前正在社区大学就读的八名寄养青年进行深入访谈，包括一系列的三个访谈。数据来源包括参与者对开放性问题的口头回答的数字记录和笔录，以及研究人员的笔记和书面反思。数据分析是基于还原论方法的，其中包括针对新兴主题发展的时代，括号和编码。通过NVivo确认并告知的主题包括学校，数学问题，寄养系统在高等教育中的作用，职业选择，大学，未来以及寄养青少年建议。研究发现，寄养系统和独立生活计划（ILP）可以为孩子提供通常从父母那里获得的接受高等教育的社会资本。一旦寄养青年为18岁，或在高中时，ILP案例工作者将协助他们获得高等教育。面临的挑战是在中学阶段为所有寄养儿童提供支持和信息。寄养的孩子必须成为大学文化的一部分；他们需要大学前的经验，例如访问大学和大学，以便获得实现教育目标所需的信息和信心。寄养儿童需要知道自己的志向不受限制，他们将有必要的资金来完成高等教育。这是一个社会正义问题，需要养育的孩子做好准备，以便高中毕业后，下一步就是大学。

著录项

  • 作者

    Anderson, Kristen L.;

  • 作者单位

    Barry University.;

  • 授予单位 Barry University.;
  • 学科 Higher education administration.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 182 p.
  • 总页数 182
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:38:27

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