ERIC Number: EJ1085696
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 15
The Power of Community: How Foster Parents, Teachers, and Community Members Support Academic Achievement for Foster Youth
Morton, Brenda M.
Journal of Research in Childhood Education, v30 n1 p99-112 2016
Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12 education experience. In-depth interviews are shared, offering a rare glimpse into the challenging lives of foster youth and revealing the supports that contributed to their success. The significance of each support entity identified by the participants must be broadly shared. The support entities are family, school, community, and self-reliance. The insights of the foster youth show how family, teachers, and community can work together to support the academic achievement of foster youth.
Descriptors: Academic Achievement, Foster Care, At Risk Students, Phenomenology, Interviews, Student Experience, Resilience (Psychology), Family Involvement, School Support, Community Support, College Bound Students, Participant Characteristics, Coping, Achievement Need, Success
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: Oregon