School Experiences of Massachusetts Youth in Foster Care: Perspectives of Teachers, Foster Parents, and Former Foster Youth

Autor/in	Moyer, April May
Titel	School Experiences of Massachusetts Youth in Foster Care: Perspectives of Teachers, Foster Parents, and Former Foster Youth
Quelle	(2018), (138 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Clark University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-7230-9
Schlagwörter	Hochschulschrift; Dissertation; Foster Care; Trauma; Academic Achievement; Barriers; Teacher Attitudes; Parent Attitudes; Outcomes of Education; Student School Relationship; Parent School Relationship; Teacher Administrator Relationship; Social Services; Special Education; Extracurricular Activities; Teaching Methods; Educational Practices; Elementary Secondary Education; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pflegehilfe; Schulleistung; Lehrerverhalten; Elternverhalten; Lernleistung; Schulerfolg; Schüler-Lehrer-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Social service; Soziale Dienstleistung; Soziale Dienste; Special needs education; Sonderpädagogik; Sonderschulwesen; Außerunterrichtliche Aktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Master-Studiengang
Abstract	According to recent estimates, there are approximately 427,910 children in the U.S. foster care system; 8,705 of those children are in Massachusetts. Previous research has demonstrated that children in foster care are more likely than their non-foster care peers to be absent from school, have special education needs, and to experience traumatic life events. They are less likely to graduate high school and to attend/graduate from college. The current study was guided by an ecological framework and employed thematic analysis to explore Massachusetts foster youth's academic challenges and supports through interviews with teachers, foster parents, and former foster youth. Participants described several domains that could be targeted to improve foster youth's educational outcomes. All three groups of participants explained that strained relationships between foster youth and their schools contributed to academic challenges. In addition, foster parents and teachers described challenges within the following relationships: school/foster parents, teachers/school administration, social services/school, and social services/foster parents. Former foster youth described challenges within the foster youth/foster parent relationship that contributed to academic difficulties. Participants offered insights into how foster youth can be supported to achieve academic success (e.g., support for foster parents navigating special education services, enhancing extracurricular opportunities). Many of the suggestions are already available (e.g., DCF educational advocates, a guide on how to educate a child with trauma) and have the potential to increase positive outcomes should they be more widely utilized. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01