Supporting the educational attainment of youth in residential care: From issues to controversies

Marion, Élodie; Mann-Feder, Varda

doi:10.1016/j.childyouth.2020.104969

Cited by 10 publications

(7 citation statements)

References 46 publications

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“…Similarly, some authors contend that certain placement settings need to transform their culture to prioritize youth education in addition to rehabilitation objectives (Goyette, 2019(Goyette, , 2003Marion & Mann-Feder, 2020;Schelbe, 2018). Lastly, the transformation of placement settings is another avenue.…”

Section: Discussionmentioning

confidence: 99%

“…International studies found that few of these young people had completed high school (Duncheon & Relles, 2019;Kim et al, 2019;Marion & Mann-Feder, 2020): between 19.2% and 43.2% held a diploma at (Dumaret et al, 2007(Dumaret et al, , 1997Jahnukainen, 2007;Lanctôt, 2006;Yergeau et al, 2007). Berlin et al (2011) identify dropping out of school as the most important risk for youth in care, a very disturbing finding in Western knowledge societies.…”

Section: Introductionmentioning

confidence: 99%

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Leaving care in Quebec: The EDJeP Longitudinal Study

Blanchet

Goyette

2022

PSRI

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Abstract This article reports results from the first longitudinal and representative study of a cohort of youth leaving care in Quebec (EDJeP study). Focusing on education and residential stability, we show that youths from youth protection services accumulate important vulnerabilities that make their transition out of youth protection services very challenging. In particular, compared to their peers in the general population, youth leaving care have significant educational delays that complicate their integration into the labor market. Our data suggest that a system that better encourages school perseverance and success would limit these academic delays and promote graduation. We also find that nearly half of the youths from the protection system experienced residential instability in the months following their release from placement and that 20% of them experienced at least one episode of homelessness. These last elements clearly show the extent of the vulnerability of youth leaving the protection system. We suggest some areas of reflection to improve this situation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Leaving care in Quebec: The EDJeP Longitudinal Study

Blanchet

Goyette

2022

PSRI

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“…It has been documented that multiple factors related to pre-care and care experiences influence the educational outcomes of these young people (Marion & Mann-Feder, 2020). Mental health issues, psychological distress, and trauma can impact their educational experience (Townsend et al, 2020), as can placement instability (Goyette et al, 2021;McClung & Gayle, 2010), and changing schools (Garcia-Molsosa et al, 2021).…”

Section: Developing Aspirations In Order To Address Educational Dispa...mentioning

confidence: 99%

Exploring the Relationship Between Aspirations and Educational Experiences Among Quebec Youth in Residential Care Who Are at the Edge of Transition to Adulthood

Marion

Rozefort²,

Tchuindibi³

2023

IJCYFS

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This article explores the development of aspirations among young people in residential care who are on the cusp of adulthood, and the relationship between their aspirations and their educational experience. We examine the specific aspirations of young people, what shapes those aspirations, and how they interact with their educational experience. This article is based on a qualitative study that aimed to better understand the educational experience of young people in residential care in the Canadian province of Quebec. Biographical interviews were conducted with 35 young people aged 14 to 18. Our analysis demonstrates that, while many seem quite able to project themselves into the future, some appear to see their placement situation and its accompanying uncertainty as an obstacle to doing so. It also suggests that educational and professional aspirations can transform young people’s educational experiences and the meaning that they attribute to formal education, as well as influence their intention to pursue further education. Finally, our results offer a critical look at how youth construct their aspirations, and demonstrate the importance of providing conditions that allow and encourage youth in residential care to develop and pursue varied aspirations.

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“…Seuls les résultats relatifs aux actions des gestionnaires et à leur influence sur la collaboration intersectorielle sont présentés ici. Pour comprendre les positions des différents acteurs au regard des enjeux de réussite scolaire et les différentes controverses, voir Marion et Mann-Feder (2020).…”

Section: Résultatsunclassified

“…Spécifiquement, il importe de s'intéresser à la collaboration intersectorielle (Cloutier et Langley, 2017;Divay et al, 2013) entre les secteurs de l'éducation et de la protection de la jeunesse. Cette collaboration présente un certain potentiel en matière de résolution de problèmes liés à la persévérance scolaire des jeunes en situation de vulnérabilité (Marion, 2018;Marion et Mann-Feder, 2020). La collaboration intersectorielle est alors entendue comme un processus dans lequel des acteurs de différents secteurs relatifs aux champs d'action publique (ou secteurs-ordres) (Divay et al, 2013), intéressés ou interdépendants, partagent des ressources, négocient et interagissent, créent des structures et des règles plus ou moins formelles afin d'atteindre un but commun ou d'obtenir des bénéfices partagés (Thomson et al, 2009).…”

Section: Introductionunclassified

La gestion du développement de la collaboration intersectorielle pour soutenir la réussite scolaire : quelles pratiques adopter ?

Marion

Touati

2023

erade

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SCIENTIFIQUERecherche empirique RÉSUMÉ Cet article s'intéresse aux actions des gestionnaires et à leurs influences sur les processus de développement de la collaboration intersectorielle autour des enjeux de persévérance et de réussite scolaires des jeunes hébergés en centre de réadaptation pour jeunes en difficulté d'adaptation au Québec. La collaboration entre le milieu scolaire et des services sociaux est alors envisagée comme une avenue afin d'améliorer la réponse à ces enjeux. Les données proviennent d'une étude de cas intrinsèque et les résultats mettent en évidence l'importance de prendre en compte la non-linéarité du processus ainsi que l'articulation entre différentes sphères propres à chacun des secteurs appelés à collaborer, ce que les espaces réflexifs peuvent faciliter. Les résultats illustrent également la nécessité de mettre en place des stratégies qui facilitent la mise en oeuvre de pratiques développées en collaboration de même que l'importance de s'attarder aux enjeux de pérennisation de ces pratiques, notamment en ciblant les apports et les limites de leur formalisation. MOTS-CLÉScollaboration intersectorielle, changements organisationnels, théorie de l'acteur réseau, réussite scolaire, centre de réadaptation pour jeunes en difficulté d'adaptationLa gestion du développement de la collaboration intersectorielle pour soutenir la réussite scolaire : quelles pratiques adopter ?

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Supporting the educational attainment of youth in residential care: From issues to controversies

Cited by 10 publications

References 46 publications

Leaving care in Quebec: The EDJeP Longitudinal Study

Leaving care in Quebec: The EDJeP Longitudinal Study

Exploring the Relationship Between Aspirations and Educational Experiences Among Quebec Youth in Residential Care Who Are at the Edge of Transition to Adulthood

La gestion du développement de la collaboration intersectorielle pour soutenir la réussite scolaire : quelles pratiques adopter ?

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