Experiences and outcomes of foster care alumni in postsecondary education: A review of the literature / Geiger, Jennifer M.  

Titel : Experiences and outcomes of foster care alumni in postsecondary education: A review of the literature Documenttype: artikel Auteurs: Geiger, Jennifer M., Auteur ; Beltran, Sussany J., Auteur Uitgegeven: Amsterdam [Nederland] : Elsevier Publicatiedatum: 2017 Tijdschrift: Children and Youth Services Review Vol. 79 Paginering : 186-197 Taal : Engels (eng) Trefwoorden: Gezin:Alternatieve zorg:Pleegzorg Gezondheid en welzijn:Algemeen Onderwijs:Algemeen Samenvatting: Jongeren betrokken in pleegzorg ervaren heel wat uitdagingen gerelateerd aan domeinen als educatie, werkgelegenheid, sociale en interpersoonlijke in de overgang naar de volwassenheid (Barth, 1990; Courtney en Dworsky, 2006; Pecora et al., 2003). Het behalen van een post-secundair diploma leidt tot het verhogen van uitkomsten die samenhangen met sociaal en financiële welzijn, voornamelijk voor mensen afkomstig van een minder bevoorrechte achtergrond (Baum, Ma, & Payea, 2013). Er is echter een tekort aan informatie over het aantal alumni die ooit in pleegzorg zaten en de uitkomsten op lange termijn. Er wordt geschat dat 10% van de pleegzorg alumni zich inschrijft in instellingen voor 4 jaar en ongeveer 3-5% zijn diploma haalt (Barth, 1990; Courtney et al., 2010; Emerson, 2006; McMillen en Tucker, 1999; Mech en Fung, 1999; Pecora et al., 2003; Reilly, 2003; Wolanin, 2005). In dit artikel wordt een overzicht gegeven van het onderzoek naar pleegzorg alumni's ervaringen en resultaten in post-secundair onderwijs en aanbevelingen voor toekomstige praktijk, onderzoek en beleid. Summary: Youth involved with the foster care system experience a number of challenges related to educational, employment, social, and interpersonal adjustment into adulthood (e.g., Barth, 1990; Courtney and Dworsky, 2006 ; Pecora et al., 2003). Obtaining a postsecondary degree has been shown to increase outcomes related to one's social and financial well-being, particularly for those who come from underprivileged backgrounds (Baum, Ma, & Payea, 2013). However, there is a lack of information about the number of foster care alumni who attend college and graduate and their long-term outcomes. It is estimated that up to 10% of foster care alumni enroll in 4-year institutions and approximately 3–5% go on to graduate (Barth, 1990; Courtney et al., 2010; Emerson, 2006; McMillen and Tucker, 1999; Mech and Fung, 1999; Pecora et al., 2003; Reilly, 2003 ; Wolanin, 2005). Much of the research published regarding youth aging out of foster care and foster care alumni related to education focuses on elementary and secondary educational experiences prior to aging out. Although there has been an increase in studies published in the past five years, research published in the area of foster care alumni and postsecondary education is limited. This paper provides a scoping review of research regarding foster care alumni's experiences and outcomes in postsecondary education and offers recommendations for future practice, research, and policy. This paper integrates the knowledge from relevant literature and provides an overview of the strengths and limitations of existing research. There are many terms used to describe children and youth who have experienced foster care. This article uses the term ‘foster care alumni’ to describe youth who have experienced foster care and those who have aged out of foster care. Youth in foster care and who have aged out of foster care have a range of experiences related to time in care, individual characteristics, caregivers, legal status, and other elements of well-being, and these experiences can influence educational outcomes and experiences. Link naar een elektronische bron: http://www.sciencedirect.com/science/article/pii/S0190740917301846 Vaste link: http://www.kekidatabank.be/index.php?lvl=notice_display&id=3181

---

1 (1 - 1 / 1)