Increasing Competency, Self-Confidence, and Connectedness Among Foster Care Alumni Entering a 4-Year University: Findings from an Early-Start Program

Geiger, Jennifer M.; Cheung, Justine R.; Hanrahan, Jeanne E.; Lietz, Cynthia A.; Carpenter, Breanna M.

doi:10.1080/01488376.2017.1342307

Cited by 12 publications

(12 citation statements)

References 33 publications

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“…All of the articles were observational cross-sectional descriptive studies. Methodologies of included studies included qualitative interviews (Fowles, 2018 ; Rueda et al, 2019 ; Sen, 2016 ), single case study design (Roche et al, 2015 ), survey research (Denby et al, 2016 ); focus groups (Denby et al, 2016 ; Rueda et al, 2019 ), and extended ethnographic observations (Williams-Peters, 2014 ; Wilson, 2016 ). One dissertation was included (Fowles, 2018 ), and all other papers appeared in peer-reviewed journals.…”

Section: Resultsmentioning

confidence: 99%

“…Prevalent in a study of college-age youth (Fowles, 2018 ), the ability to connect to information on social media groups helped youth keep up with campus events, so they knew about opportunities. One participant in this study reported, “sometimes, I find out a lot of the information like events or volunteer opportunities or resources and scholarships on Facebook (p. 47).” This information-finding using ICTs lasts into adult life, as exemplified in Roche et al ( 2015 ), “they’ll post recipes and stuff for a variety of different foods.…”

Section: Resultsmentioning

confidence: 99%

“…I love that stuff” (p. 5). Adult former foster youth, in particular, reported their social media use as mostly instrumental rather than social (Fowles, 2018 ; Roche et al, 2015 ).…”

Section: Resultsmentioning

confidence: 99%

“…Many youths reported that ICTs kept them connected to friends they met while in care. For instance, “Almost all of my friends on Facebook are actually former foster youth or former probation youth, and I know them from organizations, from my time at these organizations,” (Fowles, 2018 , p. 50); “I joined Facebook in 2010 so only 3 years that I’ve had it. But I think it’s fascinating because it allows you to connect to people from your past that you haven’t spoken to in almost 10 years and they find you on Facebook.…”

Section: Resultsmentioning

confidence: 99%

“…For instance, “I definitely think that, when you have the right friends on Facebook and the organizations, and if you put out there ‘looking for housing,’ I feel like they would get a response. I would say you need to have those people there first, somebody that can direct you to the right place, and, sometimes, you don’t know who that is” (Fowles, 2018 , p. 60).…”

Section: Resultsmentioning

confidence: 99%

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A Systematic Review of Internet Communication Technology Use by Youth in Foster Care

Sage

Jackson

2021

Child Adolesc Soc Work J

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This systematic narrative review of the literature reports on the experiences of foster youth regarding the use of Internet Communication Technologies (ICTs) such as social media, focusing only on studies that include youth voice. We searched seven databases for articles published internationally from 2010 to 2020 in which foster youth were interviewed regarding their beliefs about ICTs. Youth report benefits of ICTs including to their relationships and identity formation opportunities, and discuss risks of ICTs and how they manage them. ICTs may benefit positive youth development. Stakeholders may consider ways to assess and support healthy ICT use.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…I love that stuff” (p. 5). Adult former foster youth, in particular, reported their social media use as mostly instrumental rather than social (Fowles, 2018 ; Roche et al, 2015 ).…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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A Systematic Review of Internet Communication Technology Use by Youth in Foster Care

Sage

Jackson

2021

Child Adolesc Soc Work J

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Campus-Based Support Programs

Gross

Geiger

2019

Former Foster Youth in Postsecondary Education

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How do Students Involved with a Campus Support Program for Students with a History of Foster Care, Relative Care, or Homelessness Fare After Graduation?

Schelbe

Geiger²,

Schoborg

et al. 2023

Child Youth Care Forum

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Background Postsecondary education can provide opportunities for students from traditionally hidden populations like those who have experienced foster care or homelessness. To assist these students, campus support programs (CSPs) provide a wide range of services and activities. Objective Evidence of the impact of CSPs is limited, and little is known about how students who were involved in CSPs fare at or after graduation. This study seeks to address these gaps in knowledge. Methods: This mixed-methods study surveyed 56 young people involved in a CSP for college students who have experienced foster care, relative care, or homelessness. Participants completed surveys at graduation, 6 months post-graduation, and one-year post-graduation. Results At graduation, over two-thirds of the students felt completely (20.4%) or fairly (46.3%) prepared for life after graduation. Most felt completely (37.0%) or fairly confident (25.9%) that they would get a job after graduation. Six months after graduation, 85.0% of the graduates were employed, with 82.2% working at least full-time. 45% of the graduates were enrolled in graduate school. These numbers were similar a year after graduation. Postgraduation, participants described areas of their lives that were going well, obstacles and hardships faced, changes they would like to see in their lives, and post-graduation needs. Across these areas themes were present in the areas of finances, work, relationships, and resilience. Conclusions Institutions of higher education and CSP should assist students with a history of foster care, relative care, and homelessness to ensure that after graduation, they have adequate money, employment, and support. Keywords Campus support program • Foster youth • Foster care alumni • Homelessness • Postsecondary educationStudents who have experienced homelessness and non-traditional family care arrangements (e.g., foster care, relative care, and ward of the state status) are often hidden populations in postsecondary education settings and may experience lower rates of access to and success

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Increasing Competency, Self-Confidence, and Connectedness Among Foster Care Alumni Entering a 4-Year University: Findings from an Early-Start Program

Cited by 12 publications

References 33 publications

A Systematic Review of Internet Communication Technology Use by Youth in Foster Care

A Systematic Review of Internet Communication Technology Use by Youth in Foster Care

Campus-Based Support Programs

How do Students Involved with a Campus Support Program for Students with a History of Foster Care, Relative Care, or Homelessness Fare After Graduation?

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