ERIC Number: EJ1047351
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 42
Meaning-Making Dynamics of Emancipated Foster Care Youth Transitioning into Higher Education: A Constructivist-Grounded Theory
Okumu, Jacob O.
Journal of The First-Year Experience & Students in Transition, v26 n2 p9-28 2014
This study explored college transition meaning-making dynamics of emancipated foster care youth and the role campus environments play in that process. It adds to the college student development theoretical base by acknowledging the needs, goals, and values of disenfranchised college students transitioning into higher education. Emancipated foster care youth in the study described feelings of isolation and estrangement being balanced by a new-found sense of empowerment that was, in some ways, supported by the campus environment. Mentoring programs, among other strategies, are proposed as ways to support emancipated foster youth on their unique developmental paths.
Descriptors: Foster Care, Transitional Programs, College Environment, Student Attitudes, College Freshmen, Student Empowerment, Constructivism (Learning), Grounded Theory, Interviews, Student Characteristics, Social Isolation, Student Personnel Services
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: email@example.com; Web site: http://www.sc.edu/fye/publications/index.html; Web site: http://fyesit.metapress.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A