Former foster youth experiences with higher education: Opportunities and challenges

Tobolowsky, Barbara F.; Scannapieco, Maria; Aguiniga, Donna M.; Madden, Elissa E.

doi:10.1016/j.childyouth.2019.05.039

Cited by 23 publications

(21 citation statements)

References 31 publications

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“…The significance of teachers' social support-CDSE and classmates' social support-CDSE indicated that teachers' social support and classmates' social support can predict and improve accurate self-appraisal, gathering occupational information, goal selection, making plans for the future, and problem solving. Tobolowsky, Scannapieco, Aguiniga, & Madden (2019) also explain relationships with friends and teachers that enhance strategy in gaining academic achievement. Teachers and classmates have a significant role for the students, as in giving motivations to the students, setting goals for the students, giving rewards to students' academic performance, giving instructions, class management, and feedback for students (feedback on students' academic performance, students' learning motivation, attributions, and strategies; Schunk, Pintrich, & Meece, 2014).…”

Section: Discussionmentioning

confidence: 99%

After Earthquake in Sigi: Can Social Support Affect Career Decision Self-Efficacy?

Salim

Darmayanti

2021

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An earthquake struck Central Sulawesi Province, Indonesia in 2019, and Sigi Regency was one of the most affected areas. Based on a psychological perspective, studies were significant to understand how earthquakes impacted Post-Traumatic Stress Disorder. This study aimed to examine the effect of social support on CDSE (Career Decision Self-Efficacy). As many as 141 high school students as the earthquake victims in Sigi filled out the Career Decision-Making Self-Efficacy Scale Short-Form (CDMSES-SF) and Adolescent Social Support Scale (ASSS). The data were analyzed using the multiple regression approach in IBM SPSS Software Version 23.00. The findings showed that teachers’ social support successfully enhanced CDSE. Also, CDSE was significantly affected by social support received from peers. On the other hand, this study confirmed that there was no significant effect of parents’ social support on CDSE. The results contributed to the career counseling program for high school students by taking into account teachers’ and peers’ social support.

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Section: Discussionmentioning

confidence: 99%

After Earthquake in Sigi: Can Social Support Affect Career Decision Self-Efficacy?

Salim

Darmayanti

2021

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“…Healing‐centered care is grounded in self‐affirmation and empowerment of individuals and communities (Ginwright, 2018). A study by Tobolowsky et al (2019) found that even child‐protective workers, many of whom are trained in trauma‐informed practices, can sometimes view foster youth negatively or from a deficit perspective, simply because they are in the foster care system. Healing‐centered care shifts the focus from the trauma of the past to the current strengths of the individual and how individuals can be agents of change within their communities.…”

Section: College Promise For Youth In or Aged Out Of Foster Carementioning

confidence: 99%

Expanding Promise: Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations

Millett¹

2022

ETS Research Report Series

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At ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide.

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“…Foster care youth are more likely to withdraw from college compared to their peers due to the lack of social, emotional, and financial support from their biological family (Courtney et al, 2011;Johnson, 2019;Kinarsky, 2017;Sim et al, 2008). Around 32% to 45% of foster care youth enrolled in a college (Abdul-Alim, 2019), but 21% of foster care youth had dropped out of college in their first year of attending (Tobolowsky et al, 2019), while another 34% left before earning a degree (Day et al, 2012;Tobolowsky et al, 2019). The statistics of foster youth students dropping out of college before earning a degree is extremely high due to the lack of financial, emotional, and academic support.…”

Section: Higher Attrition Among Foster Youth Studentsmentioning

confidence: 99%

A Qualitative Descriptive of Best Practices Utilized by Foster Youth Support Program Staff at Community Colleges in California

Keating¹

2022

AASoci

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The purpose of this qualitative descriptive study was to explore how foster care support program staff describe best practices to improve the financial, emotional, and academic experiences for foster care youth who matriculated into community colleges. For this study, the theoretical framework was ecological system by Urie Bronfenbrenner. This theory was used as a lens to understand how these support programs impacted foster youth students' ability to stay in school to complete their degree and how support services impact their academic success by removing barriers financially, emotionally, and academically. The research questions that guided the study were: How do foster care support program staff describe best practices in financial interventions that support retention and success of foster care youth students who have matriculated into community colleges? How do foster care support program staff describe best practices in emotional interventions that support the retention and success of foster care youth students who have matriculated into community colleges? And, how do foster care support program staff describe best practices in academic interventions that support retention and success of foster care youth students who have matriculated into community colleges? The sample for this study was foster youth support staff who worked in California community colleges.

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Former foster youth experiences with higher education: Opportunities and challenges

Cited by 23 publications

References 31 publications

After Earthquake in Sigi: Can Social Support Affect Career Decision Self-Efficacy?

After Earthquake in Sigi: Can Social Support Affect Career Decision Self-Efficacy?

Expanding Promise: Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations

A Qualitative Descriptive of Best Practices Utilized by Foster Youth Support Program Staff at Community Colleges in California

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