Educational Resilience among Youth in Foster Care

Autor/inn/en	Kothari, Brianne H.; Godlewski, Bethany; Lipscomb, Shannon T.; Jaramillo, Jamie
Titel	Educational Resilience among Youth in Foster Care
Quelle	In: Psychology in the Schools, 58 (2021) 5, S.913-934 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kothari, Brianne H.) ORCID (Godlewski, Bethany) ORCID (Lipscomb, Shannon T.) ORCID (Jaramillo, Jamie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22478
Schlagwörter	Foster Care; Youth; Resilience (Psychology); Academic Achievement; Mathematics Achievement; Reading Achievement; Attendance; Individual Characteristics; Context Effect; Learner Engagement; Student School Relationship; Caregiver Child Relationship; Predictor Variables; Child Welfare + Suchen Sie Ihr Suchwort? Pflegehilfe; Jugend; Jugendlicher; Jugendalter; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Anwesenheit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schüler-Lehrer-Beziehung; Prädiktor; Kindeswohl
Abstract	Youth in foster care can experience educational success. Yet, studies have tended to focus on their educational challenges and achievement gaps. Compared to their counterparts, youth in foster care lag behind on many academic outcomes. Research is needed to understand the academic and nonacademic indicators of educational resilience (i.e., the increased likelihood of school success despite adverse conditions) among youth in foster care. This prospective study expands the existing literature by examining key individual and contextual factors associated with educationally resilient outcomes among school-aged youth in foster care, with a particular focus on two malleable protective factors--school engagement and quality youth-foster caregiver relationships. Academic proficiency benchmarks reported by state administrative data were used to operationalize three educationally resilient outcomes (i.e., math, reading, and attendance). Logistic regressions with robust standard errors were then estimated to determine which individual and contextual factors best predicted each educationally resilient outcome. Intersectionality was also explored. Results revealed that youth's lived experience of educational resilience varies by the intersection of their personal identities. In addition, two malleable protective factors (school engagement and quality youth-foster caregiver relationships) also predicted specific educationally resilient outcomes. Implications for research and practice in schools and child welfare agencies are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01