Living on the Edge: The Postsecondary Journeys of Foster Care Alumni

Abstract

Foster care alumni (i.e., individuals who must exit care upon reaching a designated age – 18, 20, or 21, depending on the state) are one of the most educationally vulnerable populations in the U.S. (Zetlin et al., 2004) with only 7-13% of foster care alumni enrolling in higher education and even fewer graduating (Casey Family Programs, 2010). The researchers interviewed 12 foster care alumni who are or were enrolled in higher education to better understand their college experiences. The study found that these students may flounder because of social deficits from their time in care, making student affairs personnel particularly critical to their success. However, too often, campus staff provided little to no support, because they were unfamiliar with these students' unique needs and/or benefits (e.g., tuition waivers). Key implications for practice include providing training to staff who interact with these students to reduce their feelings of stigma as well as offering peer mentors to assist them through their educational journeys.