An Examination of the Educational Trajectory of Foster Care Alumni Regarding the Social Capital Held by Their Foster Parents

Autor/in	Lundy, Adina N.
Titel	An Examination of the Educational Trajectory of Foster Care Alumni Regarding the Social Capital Held by Their Foster Parents
Quelle	(2022), (150 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Hartford
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1463-9
Schlagwörter	Hochschulschrift; Dissertation; Foster Care; Youth; Parents; Social Capital; Parent Background; Educational Experience; Access to Education; College Attendance; College Readiness; Advocacy; Barriers; Academic Persistence; Social Support Groups; College Bound Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pflegehilfe; Jugend; Jugendlicher; Jugendalter; Eltern; Sozialkapital; Elternhaus; Bildungserfahrung; Education; Access; Bildung; Zugang; Bildungszugang; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Sozialanwaltschaft; Social support; Soziale Unterstützung
Abstract	The purpose of this phenomenological study was to examine the educational trajectory of foster care alumni regarding the social capital held by their foster parents as it relates to college access by employing the framework advanced by Perna and Titus (2005) which was based on Bourdieu and Passeron (1990). This age group was chosen because despite educational reform interventions within k-12, a college readiness gap remains (Choy, 2002). The college journey starts as early as grade school, a time in which remedial limitations may be diagnosed and addressed. Research by Reed (1996) showed that 17% of foster children require remedial instruction at the grade school level but fail to be diagnosed as a result of poor agency coordination. As a society we have, by default, consented to the removal of children from their biological homes. The foster home, therefore, is tasked with providing a nurturing setting that is an improvement from the biological home setting from which the child is removed. The foster parent, then, should engage in behavior change interventions that can be observed in the school setting, take corrective action when poor agency coordination occurs, expedite the individual education plan, encourage the foster child and monetize materials of value for the child for the duration that the child remains in placement. This study addressed a gap in the literature by evaluating intelligence from foster care alumni. Educational advocacy, by the foster parent, on behalf of the foster child is a prerequisite if foster youth are to meet benchmarks that indicate long term survival. Foster youth reported the lack of long-term adult support as a barrier to persistence in education. Employing the conceptual framework of Perna and Titus (2005) this study examined what foster alumni reported regarding the social capital held by their foster caregivers as it related to college access. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01