NDLI: 112 from foster care to college: perceptions of young adults on their academic success.

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112 from foster care to college: perceptions of young adults on their academic success.

Content Provider	CiteSeerX
Author	Rios, Steve J.
Abstract	Abstract: Perceptions of college students, all former foster youth, regarding influences that impacted their academic attainment are described. Themes involve external interactions and internal influences, including a newly identified set of internal characteristics, “success strengths, ” that promote college attainment. The Foster Youth Academic Achievement Model is introduced. During an era when even underprivileged young adults in the United States are obtaining higher levels of education, young people who grow up in foster care – 24-hour-a-day care away from abusive homes of origin – lag behind their peers in high school graduation and General Equivalency Diploma (GED) graduation rates (Merdinger, Hines, Osterling, & Wyatt, 2005). Each year, more than 20,000 18-year-olds leave foster care to take their place in society; many are ill-equipped and ill-prepared for their adult lives (Christian, 2003). Recent studies regarding the educational deficits among foster children have documented the problem well, but have offered little insight into how successful young adults who grew up in foster care were able to reach their post-secondary goals. (Finkelstein, Wamsley, & Miranda, 2002; Hochman, Hochman, & Miller, 2004). Professional development and adult education initiatives, based on
File Format	PDF
Access Restriction	Open
Subject Keyword	Young Adult Foster Care Academic Success Origin Lag College Student Abusive Home High School Graduation College Attainment Young People Foster Child Foster Youth Academic Achievement Model Post-secondary Goal Adult Life Successful Young Adult Professional Development General Equivalency Diploma Educational Deficit Former Foster Youth Foster Care 24-hour-a-day Care Success Strength Recent Study Internal Characteristic Academic Attainment External Interaction Adult Education Initiative Internal Influence United State Graduation Rate
Content Type	Text
Resource Type	Article

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