NotesFAQContact Us
Search Tips
ERIC Number: ED552722
Record Type: Non-Journal
Publication Date: 2013
Pages: 194
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-9427-1
Perspectives of Foster Parents on Interactions and Involvement with K-12 Public Schools in a County in Southern California
Stein-Steele, Eric Charles
ProQuest LLC, Ed.D. Dissertation, Azusa Pacific University
The purpose of this study was to (a) understand foster parents' perceptions of their parental roles and their involvement in their foster children's academic work; (b) understand their perceptions of their experiences in interacting with their foster children's public school; and (c) provide suggestions to enhance the parent-school collaboration in promoting foster children's academic success. A phenomenological study was conducted to capture the essence of 12 foster parents' experiences in a county in Southern California. The age of their foster children served ranged from infancy to 18 years of age. The foster parents were middle class and included one Black, eight White, and three Hispanic/Latino foster parents. The foster parents were initially interviewed individually and a focus group of three reconvened to provide greater depth to the findings. The participants' responses were analyzed for commonality in their experiences. Four themes emerged revealing the perceptions of the foster parents: (a) provide stabilization to meet the foster children's physical, security, relatedness, and self-esteem needs; (b) provide stabilization in their foster children's academic progress through the recognition of their socio-economic needs and educational opportunities; (c) initiate and maintain interactive contact with schools for support and guidance; and (d) advocate for foster children's needs. This study found that foster parents fill a voluntary role in serving foster children through providing security, relatedness, and self-esteem to stabilize foster children, which then leads to social and academic achievement. The foster parents reported favorable interactions with the school as an entity, and that beneficial results came from the disclosure of foster status when working with the school. The participants indicated that they had to initiate contact with the school and initiate opportunities for continued involvement. They also viewed their role as one of advocate in acquiring needed services for foster children that would otherwise be denied by the schools. The foster parents' experiences in interacting with the educational system should provide impetus for the creation of professional development for educators and the inclusion of training for pre-service teachers in the specialized needs of foster children. Longitudinal research could explore the long-term effects of foster home-school collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California