1. 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

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

3. 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)

4. 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

5. 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

6. 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?

7. 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.

8. 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

9. Findings

10. 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

11. 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

12. 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

13. 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.

14. 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?

15. Questions??? Dr. Sara I. Gamez
Associate Director, Student Support & Equity Programs
California State Polytechnic University, Pomona
(909)

16. Thank you for joining us today!
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See you in Los Angeles in 2019!