(Ireland) Brady, E. (2016) A life course approach to the educational pathways of care-experienced adults. New dimensions in understanding.

1. A life course approach to the educational
pathways of care-experienced adults
New dimensions in understanding
Eavan Brady, PhD Candidate // eabrady@tcd.ie
School of Social Work & Social Policy
Supervisor: Professor Robbie Gilligan
EUSARF // September 2016

2. Trinity College Dublin, The University of Dublin
Overview
1. Review of existing quantitative and qualitative literature
2. The life course approach
3. Why is the life course approach a useful framework for exploring
the educational pathways of care-experienced adults?
4. Overview of PhD Research Project

3. Trinity College Dublin, The University of Dublin
Educational Outcomes of Care Leavers
Educational outcomes for care leavers across the US, Sweden, and
Great Britain are generally poor, particularly in comparison to majority
population peers
– Courtney & Dworsky (2006); Pecora et al. (2006) (US)
– Vinnerljung et al. (2005); Vinnerljung & Sallnäs (2008) (Sweden)
– Cheung & Heath (1994) (GB)
– Sebba et al. (2015) (England)
Quantitative Literature

4. Trinity College Dublin, The University of Dublin
Educational Outcomes of Care Leavers
Educational outcomes of care leavers are mixed
1. Seeking the views of high-achieving individuals and those who
have gone on to pursue higher education:
‒ Jackson et al. (2005); Jackson & Cameron (2012); Martin &
Jackson (2002); Milligan (2005)
2. Exploring the educational outcomes of care leavers more
generally:
‒ Cashmore et al. (2007); Driscoll (2013); Mallon (2007); Mendis
(2015)
Qualitative Literature

5. Trinity College Dublin, The University of Dublin
What influences education?
Age entering
& leaving
care
Pre/In/Post-
care
experiences
Carer &
social worker
expectations
Placement
stability
Relationships
with
significant
adults
Individual
factors

6. Trinity College Dublin, The University of Dublin
The Life Course Approach
An interdisciplinary framework for exploring human lives from birth to death
– Focuses on how chronological age, life transitions, relationships, and social
change shape our lives from birth to death
– Considers the relationship between childhood/adolescent experiences and
later experiences in adulthood
– Elder et al., 2003; Hutchison, 2011

7. Trinity College Dublin, The University of Dublin
Key
Themes
Interplay of
human lives &
historical time
Timing of lives
Linked lives
Individual
agency
Diversity in life
course
trajectories
Developmental
risk &
protection
The Life Course Approach
(Elder, 1994; 1998; Hutchison, 2005; Hutchison, 2011; Shanahan, 2000)

8. Trinity College Dublin, The University of Dublin
Why use the life course approach when exploring
educational pathways of care leavers? (1)
Historical Time
Care System
Education
System
Timing of Life
Events
Entry to Care
Placement &
School Moves
Linked Lives
Relationships &
Emotional
Support
Expectations &
Encouragement

9. Trinity College Dublin, The University of Dublin
Individual
Agency
Active Role
Constraints
of Structural
Context
Diversity in
Trajectories
Diverse
Experiences
Diverse
Pathways
Risk &
Protection
Role of
Challenging
Life Events
Turning
Points
Why use the life course approach when exploring
educational pathways of care leavers? (2)

10. Trinity College Dublin, The University of Dublin
The life course approach: Providing new dimensions of
understanding about the education of care-experienced adults
Long-term perspective
Interdisciplinary
Cumulative consequences of life experiences
Role of early life experiences on later outcomes
Considers the ways a person’s various life pathways shape one another
e.g. care and education pathways
Considers the ways individual, social, and structural factors interact

11. Trinity College Dublin, The University of Dublin
PhD Research: A life course study of the educational
pathways of care-experienced adults in Ireland
Life Course Approach
Biographical Interviews
Timelines
Sample: 25-30 Care-experienced Adults
Aged 25-35 5+ years in care
Different
educational
profiles

12. Trinity College Dublin, The University of Dublin
Selected References
1. Courtney, M. E. & Dworsky, A. (2006). Early outcomes for young adults transitioning from
out‐of‐home care in the USA. Child & Family Social Work, 11(3), 209-219.
2. Elder, G. H. (1994). Time, human agency, and social change: Perspectives on the life
course. Social Psychology Quarterly, 4-15.
3. Hutchison, E. (2011). A life course perspective. In E. Hutchinson (Ed.), Dimensions of
human behaviour: The changing life course. (pp. 1-38). London: SAGE Publications Ltd.
4. Jackson, S. & Cameron, C. (2012). Leaving care: Looking ahead and aiming higher. Children
& Youth Services Review, 34(6), 1107-1114.
5. Jackson, S., Ajayi, S., & Quigley, M. (2005). Going to University from Care. Institute of
Education, University of London.
6. Mallon, J. (2007). Returning to education after care. Adoption & Fostering, 31(1), 106-117.
7. Martin, P.Y. & Jackson, S. (2002). Educational success for children in public care: Advice
from a group of high achievers. Child & Family Social Work, 7(2), 121-130.
8. Milligan, I. (2005). Three strong women: From care to university. Scottish Journal of
Residential Child Care, 4(2), 23.
9. Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., ... & O'Higgins, A. (2015).
The Educational Progress of Looked after Children in England: Linking Care and
Educational Data. Oxford: Rees Centre for Research in Fostering and Education.

13. Thank You!
eabrady@tcd.ie