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Academic resilience and caring adults: The experiences of former foster youth

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  • Neal, Darlene

Abstract

As a result of being removed from their homes and moving between different placements and schools, foster youth can experience high levels of stress and challenges as they struggle to cope with such extreme emotional turbulence. The experience of trauma and instability in turn, can have consequences on foster students' academic progress. As it is seemingly uncommon for foster youth to matriculate to postsecondary education, this study examines how successful foster youth transitioned out of care and furthered their education at an academically rigorous institution. From high-achieving former foster students, this study uncovers their experiences while in out-of-home care that helped them enroll in a university, including how adult supporters provided guidance, emotional support, and stability, which allowed students to move out of their negative past experiences. Adults' willingness to assist youth and be a part of their lives provided students with a transformative academic and social emotional environment, furthering their ability to persist through high school and gain acceptance to a top-tier university.

Suggested Citation

  • Neal, Darlene, 2017. "Academic resilience and caring adults: The experiences of former foster youth," Children and Youth Services Review, Elsevier, vol. 79(C), pages 242-248.
    • Handle: RePEc:eee:cysrev:v:79:y:2017:i:c:p:242-248
    DOI: 10.1016/j.childyouth.2017.06.005
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    References listed on IDEAS

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    1. Hass, Michael & Graydon, Kelly, 2009. "Sources of resiliency among successful foster youth," Children and Youth Services Review, Elsevier, vol. 31(4), pages 457-463, April.
    2. Foster, E. Michael & Hillemeier, Marianne M. & Bai, Yu, 2011. "Explaining the disparity in placement instability among African-American and white children in child welfare: A Blinder-Oaxaca decomposition," Children and Youth Services Review, Elsevier, vol. 33(1), pages 118-125, January.
    3. Samuel Bowles & Herbert Gintis, 2002. "The Inheritance of Inequality," Journal of Economic Perspectives, American Economic Association, vol. 16(3), pages 3-30, Summer.
    4. 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.
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    Cited by:

    1. Stubbs, Alix & Baidawi, Susan & Mendes, Philip, 2023. "Young people transitioning from out-of-home care: their experience of informal support. A scoping review," Children and Youth Services Review, Elsevier, vol. 144(C).
    2. Lamb, Brittani A. & Lee, Knoo & Espinoza, Sarah M. & McMorris, Barbara J., 2022. "The power of connectedness: Associations between caring non-parental adult relationships, school attendance, and discipline among foster-involved youth," Children and Youth Services Review, Elsevier, vol. 142(C).
    3. Townsend, Indra M. & Berger, Emily P. & Reupert, Andrea E., 2020. "Systematic review of the educational experiences of children in care: Children’s perspectives," Children and Youth Services Review, Elsevier, vol. 111(C).
    4. Okpych, Nathanael J. & Courtney, Mark E., 2018. "The role of avoidant attachment on college persistence and completion among youth in foster care," Children and Youth Services Review, Elsevier, vol. 90(C), pages 106-117.
    5. Ruff, Saralyn C. & Linville, Deanna & Kjellstrand, Jean, 2022. "Experiences during COVID-19: Needs of college students with a history of foster care," Children and Youth Services Review, Elsevier, vol. 136(C).
    6. Lenz-Rashid, Sonja, 2018. "A transitional housing program for older foster youth: How do youth fare after exiting?," Children and Youth Services Review, Elsevier, vol. 88(C), pages 361-365.

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