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Maximizing educational opportunities for youth aging out of foster care by engaging youth voices in a partnership for social change

Listed author(s):
  • Day, Angelique
  • Riebschleger, Joanne
  • Dworsky, Amy
  • Damashek, Amy
  • Fogarty, Kieran
Registered author(s):

    This study examines the challenges faced by youth in foster care who are making the transition from high school to college. Forty-three high school and college students from across the state of Michigan who are or were in foster care spoke before panels of policymakers at two public forums. Transcripts from their testimony were analyzed. Eight main barriers to high school completion and college access were identified. The most frequently cited was a lack of supportive relationships with caring adults. This research demonstrates how the voice of youth in foster care can have an impact on the policies that affect their lives.

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    Article provided by Elsevier in its journal Children and Youth Services Review.

    Volume (Year): 34 (2012)
    Issue (Month): 5 ()
    Pages: 1007-1014

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    Handle: RePEc:eee:cysrev:v:34:y:2012:i:5:p:1007-1014
    DOI: 10.1016/j.childyouth.2012.02.001
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    1. Head, Brian W., 2011. "Why not ask them? Mapping and promoting youth participation," Children and Youth Services Review, Elsevier, vol. 33(4), pages 541-547, April.
    2. Dworsky, Amy & Pérez, Alfred, 2010. "Helping former foster youth graduate from college through campus support programs," Children and Youth Services Review, Elsevier, vol. 32(2), pages 255-263, February.
    3. Kirk, Rosalind & Day, Angelique, 2011. "Increasing college access for youth aging out of foster care: Evaluation of a summer camp program for foster youth transitioning from high school to college," Children and Youth Services Review, Elsevier, vol. 33(7), pages 1173-1180, July.
    4. Sanchez, Katherine & Gomez, Rebecca & Davis, King, 2010. "Fostering connections and medical homes: Addressing health disparities among children in substitute care," Children and Youth Services Review, Elsevier, vol. 32(2), pages 286-291, February.
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