Moving In, Moving Through, and Moving Out: The Transitional Experiences of Foster Youth College Students Dr. Sara I. Gamez, California State Polytechnic University, Pomona Tuesday, March 6, 2018 Convention Center, ROOM# 121C

Video Provided by Together We Rise www.togetherwerise.org Foster Care… Video Provided by Together We Rise www.togetherwerise.org

Aging Out… Poor socio-emotional health & wellness Poor academic achievement Poor Employment Unstable housing & homelessness (Courtney et al., 2005; Courtney et al., 2016; Gauthier, Fortin, & Jeliu, 2004; Unrau et al., 2008) Housing = Placement (Collins & Ward, 2011) Between 7% to 10% make it to college & about 3% graduate. (Blome, 1997; Casey Family Programs, 2006, 2010; Pecora et al., 2003; Pecora et al., 2005; Reilly, 2003; Wolanin, 2005) Six barriers to post-secondary educational attainment: Poor encouragement to pursue higher education (Merdinger, Hines, Osterling, & Wyatt, 2005) Not prepared or tracked for college (Courtney et al., 2004; Emerson, 2006; Pecora, Kessler, Williams, O'Brien, Downs, English, White, Hiripi, Wiggins, & Holmes, 2005; Wolanin 2005) Lack of familial support (Emerson, 2006; Medinger, 2005; Wolanin, 2005) Lack of financial aid resources (Emerson, 2006) Mental and behavioral health issues (Pecora et al., 2005) Lack of understanding in higher education to address/support their unique needs (Emerson, 2006)

Theoretical Framework Schlossberg's Adult Transition Theory Integrated Model of the Transition Process Moving In Moving Out New Roles, Relationships, Separation or Endings Routines, Assumptions Role Exit Learning the Ropes; Socialization Disengagement from Roles Relationships, Routines, Hang-over Identity Assumptions Moving Through: Betwixt or Between Period of Liminality Groping for New: Roles, Relationships, Routines, Assumptions Neutral Zone: Period of Emptiness and Confusion Cycle of Renewal Hope and Spirituality (Goodman et al., 2006, p. 50) Out Through IN

Situation Support Self Strategies Coping Response Functions Strategies: Information seeking, direct action, inhibition of action Personal Characteristics Psychological Resources Social Support Types: Intimate, family unit, friendships, networks, institutions/communities Convoy Functions Options Event or Non-Event Characteristics Triggers Timing Control/Source Duration Previous Experiences Concurrent Stress Assessment Situation Support Strategies Self Derived from Goodman, Schlossberg and Anderson (2006). Counseling Adults in Transition

Research Questions The research question explored through this study: How do foster youth college students experience the transition into, through and out of the college environment? Sub-Research Questions: How do foster youth college students perceive the influence of placement change on their transitions into, through, and out of the college environment? What resources and strategies do foster youth utilize or employ to thrive as they navigate their college transitions?

Methodology / Site / Participant Criteria Basic Qualitative Interview Design (Merriam & Tisdell, 2016) Purposeful and Snowball Sampling (Creswell, 2013; Plano Clark & Creswell, 2015) Site & Participant Criteria: Non-Profit Organization and two four-year institutions in Southern CA Participants who: Had at least 3 placements while in the foster care 18 years of age or older; Enrolled at a four-year university, attended or had graduated from a university within the last two years.

Participant Sample: N=22 Gender 4 Male; 17 Female; 1 Gender Non-binary GPA’s Ranged between 2.5–3.6 GPA Ages Ranged from 18 to 27 Placements Ranged from 3 to 20+ Participant Sample: 22 Students / Alumni

Findings

Findings Main RQ Excitement and trepidation How do foster youth college students experience the transition into, through and out of the college environment? Excitement and trepidation Triggering reminder of their past foster care experiences Lack of familial support Challenges (continued struggles) while navigating college Self-doubt, Self-sufficiency Developing a sense of control Motivated Main RQ

into, through, and out of the college environment? Findings How do foster youth college students perceive the influence of placement change on their transitions into, through, and out of the college environment? Continuance of some of the emotional and psychological impacts that developed from their experience in foster care and from the constant instability of placement change Mental health and wellness concerns A significant lack of sense of belonging (academic and social context) Struggles with developing relationships, building trust Sub. Q1

Accessing financial resources Findings What resources and strategies do foster youth utilize or employ to thrive as they navigate their college transitions? Programs support College Readiness Program, AVID, Talent Search EOPS / EOP; Foster Youth (FY) Programs; ILP, Disability Resources, Counseling Services, Tutoring Accessing financial resources ILP, AB 12, Scholarships, grants (Chafee Grant, Cal Grant, Pell Grant, Employment, FY program assistance Seeking support Academic and life guidance, emotional support Sub. Q1

Practice recommendations: Policy recommendations: Expand financial support for youth by extending financial aid packaged from a 9month to a 12month budget Expand financial support for campus support programs by allocating state funding for staff and programming Practice recommendations: Improve mental health and wellness services Develop specialized transitional programming for graduating students. Research recommendations: Develop a deeper examination of the impact foster youth support programs have on the overall college experiences of foster youth Conduct further exploration of the experiences of foster youth who are not a part of a campus support program.

For Practice…. wellness Practice recommendations: How do you support the mental health and wellness of your foster youth students? Practice recommendations: Improve mental health and wellness services Develop specialized transitional programming for graduating students. What does your program do to prepare your graduating seniors? How do you support your alumni?

Questions??? Dr. Sara I. Gamez Associate Director, Student Support & Equity Programs California State Polytechnic University, Pomona (909) 869-3369 sigamez@cpp.edu

Thank you for joining us today! Please remember to complete your online evaluation following the conference. See you in Los Angeles in 2019!