Peer Relations at School Entry: Sex Differences in the Outcomes of Foster Care

Abstract

Converging research indicates that foster children with maltreatment histories have more behavior problems and poorer peer relations than biologically reared, nonmaltreated youth. However, little is known about whether such deficits in peer relations work independently or as a result of increased behavior problems, and whether outcomes for foster children differ by sex. To address these questions, multiagent methods were used to assess peer relations at school entry among maltreated foster children and a comparison sample of low-income, nonmaltreated, biologically reared children (N = 121). Controlling for caregiver-reported behavior problems prior to school entry, results from a multigroup SEM analysis suggested that there were significant relationships between foster care status and poor peer relations at school entry and between foster care status and the level of behavior problems prior to school entry for girls only. These Sex × Foster care status interactions suggest the need for gender-sensitive interventions with maltreated foster children. Keywordsfoster care; maltreatment; peer relations; sex differences; school entry When children enter formal educational settings, they are expected to possess competencies that make it possible for them to respond to the demands of the school environment. Children who lack basic social skills and fail to develop successful peer relations during school entry are at greater risk for conduct problems, peer rejection, and academic failure throughout childhood and adolescence (Brendgen, Vitaro, Bukowski, Doyle, & Markiewicz, 2001;Dishion 1990;Snyder et al., 2005). Foster children are at particularly high risk for difficulties in this area. There are currently more than 500,000 foster care children in the United States, with more than 230,000 children entering foster care yearly (U.S. Department of Health & Human Services, 2000). Beginning in early childhood, foster children show deficits on indicators of behavioral and mental health (Pilowsky, 1995). Early placement in foster careprior to age 5-appears to be particularly detrimental to later outcomes (Keiley, Howe, Dodge, Bates, & Pettit, 2001). Once foster children enter school, they show more behavior problems than nonmaltreated, biologically reared children and fare worse than their peers on indicators of school performance, including achievement, peer competence, high school completion rates, and special education service needs (Wodarski, Kurtz, Gaudin, & Howing, 1990). Though extensive behavioral and educational disparities among foster children have been well documented, few studies have examined whether behavior problems that emerge during the preschool period lead to subsequent poor outcomes or whether foster care elicits unique effects on peer relations over and above those associated with behavior problems.Correspondence regarding this paper should be addressed to Dr. Leslie D. Leve, Oregon Social Learning Center, 160 East 4 th Avenue, Eugene, OR 97401-2426. E-mail: lesliel@oslc.org. Landsverk, Ganger, ...

Preventing Child Behavior Problems and Substance Use: The Pathways Home Foster Care Reunification Intervention

“…Leve, Fisher, & DeGarmo (2007) found that girls in the foster care system were more vulnerable than girls in a community comparison sample on measures of teacher-rated and self-reported social competence and peer problems. In a randomized trial comparing foster care with case management with standard foster care services, Clark and colleagues (1998) found that boys and older children demonstrated differential improvement relative to girls for externalizing behaviors and placement stability.…”

Psychological Adjustment of Children in Foster Care: Review and Implications for Best Practice

“…In fact, several specific domains of peer deficits have been identified including having fewer friends and possessing significantly younger friends, having relationships containing higher levels of conflict and lower levels of intimacy, more negative peer nominations than positive nominations, and possessing disruptive social patterns that develop the formation of peer relationships (see Leve, Fisher, & DeGarmo, 2007 for a review). Work by Leve and colleagues confirmed past research demonstrating that children in foster care have worse peer relations than nonfoster children (e.g., Cicchetti & Lynch, 1995;Parker & Herrera, 1996;Salzinger, Feldman, Hammer, & Rosario, 1993; see Leve et al, 2007 for a review) but also identified several gender differences in social skills. For girls, Leve and colleagues found that factors of the foster care experience account for social isolation and poorer peer relations than maltreated community girls even when controlling for a history of disruptive behavior.…”

Girls in foster care: Risk and promotive factors for school adjustment across the transition to middle school

“…First, Leve, Fisher, and DeGarmo (2007) found that, compared to boys in foster care, girls in foster care had poorer peer relations in elementary school than their nonfostered, same-sex peers, controlling for other behavior problems. This might be partially due to the potential for aggression in boys to be more socially acceptable.…”