Foster Youth's Educational Challenges and Supports: Perspectives of Teachers, Foster Parents, and Former Foster Youth.
Research indicates that children in foster care are more likely than their non-foster care peers to be absent from school, have special education needs, and to experience traumatic life events. In turn, they are also less likely to graduate high school and to attend/graduate from college. The curren...
| Publicado en: | Child & Adolescent Social Work Journal Vol. 37; no. 2; pp. 123 - 137 |
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| Autores principales: | , |
| Formato: | Artículo |
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Springer Nature
Apr2020
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=142435655&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 142435655 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07380151 COK jtl: Child & Adolescent Social Work Journal issn: 07380151 maglogo: N pubinfo: dt: Apr2020 vid: 37 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 142435655 10.1007/s10560-019-00640-9 ppf: 123 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 663KB tig: atl: Foster Youth's Educational Challenges and Supports: Perspectives of Teachers, Foster Parents, and Former Foster Youth. aug: au: Moyer, April M. Goldberg, Abbie E. affil: Psychology Department, Clark University, 950 Main Street, 01610, Worcester, MA, USA su: Massachusetts Academic achievement Foster parents Interviewing Psychology of foster children Psychosocial factors Social support College teacher attitudes Ecological research Thematic analysis sug: subj: Academic achievement Foster parents Interviewing Psychology of foster children Psychosocial factors Social support College teacher attitudes Massachusetts Other Individual and Family Services Ecological research Thematic analysis keyword: Adolescent Education Foster care Policy Adolescent Education Foster care Policy ab: Research indicates that children in foster care are more likely than their non-foster care peers to be absent from school, have special education needs, and to experience traumatic life events. In turn, they are also less likely to graduate high school and to attend/graduate from college. The current study, which builds on this literature and was guided by an ecological framework, employed thematic analysis to explore Massachusetts foster youth's academic challenges and supports through interviews with teachers (n = 19), foster parents (n = 14), former foster youth (n = 12), and three individuals who were both teachers and foster parents. All three groups of participants noted that strained relationships between foster youth and their schools contributed to academic challenges. In addition, foster parents and teachers described challenges within the school/home relationship. Participants offered insights into how foster youth can be supported academically (e.g., support for foster parents navigating special education services, enhancing extracurricular opportunities). Significantly, many of their suggestions are in fact already available, suggesting that increased awareness of and utilization of these resources have the potential to increase positive outcomes for foster youth. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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