Supports for College-Bound African-Americans Formerly in Foster Care A Qualitative Study of Their Influences on Enrollment in College.
Lane, Tiffany Yvette.
Published: April-June 2016
Journal of Ethnic and Cultural Diversity in Social Work
Vol. 25, No. 2 , p. 153-171
Taylor and Francis Group
530 Walnut Street Suite 850
Philadelphia, PA 19106
This study provides in-depth descriptive data on the key influences and supports that assisted 10 African-Americans who aged out of foster care with enrolling in college and other tasks related to their transition into college. The findings revealed that participants were affected by social and community supports. Social supports were described by the participants as professional social workers, caseworkers, foster care parents, and clergy. Communal supports were described as churches, community-based organizations, and nonprofit organizations. There was an intersection between the social and communal supports. Although the participants successfully enrolled in college, they suggested that they would have benefited from a college preparation program to prepare them for the college environment. This article notes the implications for effective and culturally sensitive social work practice and the study’s limitations, which suggest areas for further research. (Author abstract)
African Americans; foster adolescents; foster care alumni; postsecondary education; predictor variables; academic achievement; social workers role; worker client relationships; parent child relationships; clergy; aging out; churches role