Abstract

Foster youth in higher education represent a group of individuals

who have faced unique obstacles throughout their childhood and ado-

lescence, but have triumphed in the face of adversity and find them-

selves standing the front door of our university. Our research takes an

in depth look at foster youth in higher education and how much of a

role support systems play in these students in attaining their educa-

tional goals. This undertaking includes two in-depth interviews with

two graduating college students and a program review.

Theories

In taking a holistic approach to understanding the foster youth

population as students in higher education, we felt that the Involve-

ment-Environment-Outcome model would be a key instrument to guide

our research about this student group. Alexander Astin developed this

model believing that educational assessments are not complete unless

the evaluation includes information on student inputs (I), the educa-

tional environment (E), and student outcomes (O), (Astin, 1993). It is

crucial to examine each of these constructs and the role they play in

the success of foster youth in higher education as the life experiences

of this population play a major role in educational success.

Methods

For the purposes of this research project, we conducted in-depth interviews with former foster care youth cur-

rently or previously in higher education. The candidates were required to be within a year of or already graduated with

a bachelor’s degree. In-depth interviews were important in collecting qualitative data for this project as they give re-

searchers access to “subjugated voices and subjugated information” (Hesse-Biber, 2006: p. 123). . Continuing on with

the holistic view of foster youth support, we decided to take a look at our very own Campus and its current efforts to

support foster youth. In doing so, we learned about the Guardian Scholars program.

RESULTS

Through our interviews with two former foster care youth in higher

education, we gained some basic knowledge of important contributing

factors to their success. Our first interviewee Ty explained her ability

to utilize various programs created for this population and shared oth-

er personal experiences while navigating through college. Cutis

shared a different perspective; one of a former foster youth who knew

little about government programs that could help him in his struggle to

complete a degree. However, themes that emerged from the inter-

views were the importance of support systems, both through on cam-

pus support and financially.

RECOMMENDATIONS

Intentionally accounting and accommodating for the experiences

of these students is ultimately the first step. The support net needed

for foster care youth in higher education must also move past pro-

gramming and reach beyond the academic calendar. Finding meth-

ods to serve as a genuine and holistically supportive community for

these students should be a rising priority for higher education institu-

tions. The financial support can prove to be fruitless unless properly

guided in a supportive manner.

CONCLUSION

During each interview, it was very much clear that these students

believe themselves to be the primary force toward their personal suc-

cess. As student affairs professionals, it is our duty to meet these stu-

dents with proper guidance, care, and understanding for their back-

ground. The past does not necessarily reflect our future if properly

assessed, understood, and provided for. These students are prime

examples for which the student affairs profession was built.

Support Systems for Foster Youth Striving for Post-Secondary Degree Completion Antonio Banks and Michelle Cuellar, California State University, Fullerton

Program was initiated in 1998

The program is dedicated to serving as a

resource for young adults from foster care

by assisting in their development and

equipping them with the educational and

interpersonal skills necessary to become

self-supporting, community leaders, role

models, and competent professionals in

their selected fields.

Program Overview

Since the program’s inception,

they have managed to graduate

68 of the program's participants.

This accounts for 70% of the

students who have ever entered

CSUF’s Guardian Scholars

Program.

Statistics of Program

Full Financial Aid Packages

Priority Year-Round on Campus

Housing

Academic Advisement

Employment Services, Mentoring, and

Career Counseling

Personal Guidance and Mentoring

Supplemental Support Groups.

Services From Program

Since the program began, there has

been several higher education

institutions have went on to emulate the

program in different forms

The Renaissance Scholars at

Cal Poly Pomona and CSU Chico.

The CME society at San Jose

State University

The Promise Scholars at CSU

Stanislaus.

Over 30 other CSUs, UCs, Private

Schools and Community colleges have

Program Implications

Source: (Emerson, 2007)Source: (Emerson, 2007)

Source : http://www.fosteryouthhelp.ca.gov/pdfs/GuardianScholars.Pdf; www.fullerton.edu/guardianscholars