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Support Systems for Foster Youth Striving for Post-Secondary Degree Completion                                            ...
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Foster youth degree completion poster board ss


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Foster youth degree completion poster board ss

  1. 1. Support Systems for Foster Youth Striving for Post-Secondary Degree Completion Antonio Banks and Michelle Cuellar, California State University, Fullerton Abstract Methods RESULTS Foster youth in higher education represent a group of individuals For the purposes of this research project, we conducted in-depth interviews with former foster care youth cur- Through our interviews with two former foster care youth in higherwho have faced unique obstacles throughout their childhood and ado- rently or previously in higher education. The candidates were required to be within a year of or already graduated with education, we gained some basic knowledge of important contributinglescence, but have triumphed in the face of adversity and find them- a bachelor’s degree. In-depth interviews were important in collecting qualitative data for this project as they give re- factors to their success. Our first interviewee Ty explained her abilityselves standing the front door of our university. Our research takes an searchers access to “subjugated voices and subjugated information” (Hesse-Biber, 2006: p. 123). . Continuing on with to utilize various programs created for this population and shared oth-in depth look at foster youth in higher education and how much of a the holistic view of foster youth support, we decided to take a look at our very own Campus and its current efforts to er personal experiences while navigating through college. Cutisrole support systems play in these students in attaining their educa- support foster youth. In doing so, we learned about the Guardian Scholars program. shared a different perspective; one of a former foster youth who knewtional goals. This undertaking includes two in-depth interviews with little about government programs that could help him in his struggle totwo graduating college students and a program review. complete a degree. However, themes that emerged from the inter- views were the importance of support systems, both through on cam- pus support and financially. Services From Program RECOMMENDATIONS Program Overview Intentionally accounting and accommodating for the experiences of these students is ultimately the first step. The support net needed   Program was initiated in 1998   Full Financial Aid Packages   The program is dedicated to serving as a   Priority Year-Round on Campus for foster care youth in higher education must also move past pro- resource for young adults from foster care HousingSource: (Emerson, 2007) gramming and reach beyond the academic calendar. Finding meth- by assisting in their development and   Academic Advisement equipping them with the educational and   Employment Services, Mentoring, and interpersonal skills necessary to become Career Counseling ods to serve as a genuine and holistically supportive community for self-supporting, community leaders, role   Personal Guidance and Mentoring models, and competent professionals in these students should be a rising priority for higher education institu-   Supplemental Support Groups. their selected fields. tions. The financial support can prove to be fruitless unless properly Theories guided in a supportive manner. In taking a holistic approach to understanding the foster youth Statistics of Program Program Implicationspopulation as students in higher education, we felt that the Involve-ment-Environment-Outcome model would be a key instrument to guide CONCLUSION  Since the program’s inception,   Since the program began, there has During each interview, it was very much clear that these studentsour research about this student group. Alexander Astin developed this  been several higher education they have managed to graduate institutions have went on to emulate the 68 of the programs participants. believe themselves to be the primary force toward their personal suc-model believing that educational assessments are not complete unless program in different forms  The Renaissance Scholars at   This accounts for 70% of the  cess. As student affairs professionals, it is our duty to meet these stu-the evaluation includes information on student inputs (I), the educa- Cal Poly Pomona and CSU Chico. students who have ever entered   The CME society at San Jose CSUF’s Guardian Scholars dents with proper guidance, care, and understanding for their back- State Universitytional environment (E), and student outcomes (O), (Astin, 1993). It is Program.   The Promise Scholars at CSU Stanislaus. ground. The past does not necessarily reflect our future if properlycrucial to examine each of these constructs and the role they play in   Over 30 other CSUs, UCs, Private Schools and Community colleges have assessed, understood, and provided for. These students are primethe success of foster youth in higher education as the life experiences examples for which the student affairs profession was built.of this population play a major role in educational success. Source :;