WHITLOWE R. GREEN COLLEGE OF EDUCATION
Doctoral Proposal Announcement
An Examination of the Cultural and Social Factors Contributing to the Retention of Former
Foster Youth in Higher Education
(April 2015)
Lauren Parish, BS, University of New Orleans;
M.Ed., Prairie View A&M University
Chair of Advisory Committee: Patricia Hoffman-Miller, Ph.D.
Young people without access to higher education are at a disadvantage, often trapped in a
cycle of poverty and disfranchisement (Dyce, Albold, & Long, 2013). In Texas, foster youth who
age out of care are eligible to receive a tuition and fee waiver. With this tuition and fee waiver,
foster students can attend any state funded public postsecondary institution including four-year
universities and community colleges.
Although tuition waiver usage has decreased, many foster students are choosing to embark
upon their college careers. Some of these students can experience difficulties that can adversely
impact their college involvement. The combination of underserved group memberships and
difficult life circumstances related to being placed into foster care presents clear challenges to
successfully completing postsecondary education (Salazar, 2010). College campuses across the
country began to invest in foster students by implementing campus support programs to combat
these difficulties as well as increase completion.
While there has been considerable research conducted on former foster youth who
graduate from college versus those who do not, there is limited research on proper retention
practices for this particular subpopulation of students. This study will examine best practices for
foster students’ accrual and application of cultural capital and social capital as it relates to
retention in a higher education setting. This study will assist higher education personnel with
developing and implementing programs that will allow for the successful matriculation and
completion of degree programs by foster students. This study will also assist the Department of
Family and Protective Services with developing and creating methods to assist foster students
increase their educational capital.
The following research questions will be addressed:
1. What activities do foster students participate in to gain cultural and social capital?
2. Does the accumulation of cultural and social capital impact foster students’ pursuit of
higher education?
3. Does the possession of cultural and social capital impact foster students’ academic
success?
4. Does the possession of cultural and social capital impact foster students’ retention at the
college/university?
A qualitative narrative research approach will be utilized in this study. A narrative study
begins with the experiences as expressed in lived and told stories of the individual (Creswell,
2013). This study will take place at four types of postsecondary institutions: a community
college, a Hispanic Serving Institution, a Historically Black College and University, and a NonMinority Serving Institution. At least one of the aforementioned institutions will have a Campus
Champions program on campus. At each institution the researcher will administer a semistructured individual interview, conduct a group interview, and observe group discussion amongst
participants. The rationale for this study is that Texas is in a unique position to offer the tuition
and fee waiver to foster students. The successful completion of foster students’ degree plans is in
conjunction with the THECB educational plan, Closing the Gaps, which seeks to increase
enrollment and degree attainment (TEA, 2013).
An informal interview protocol will be administered to participants in order to infer
participants’ possession of cultural capital and social capital. Informal interviews take on the
format of a casual conversation. This will allow the researcher to find out what the participant
thinks about the topic and compare the views of all the participants (Fraenkel et al., 2012). The
individual interview will include background questions as well as opinion questions. The
interviewer will ask questions about cultural capital and social capital that are derived from
identified components of social capital and the types of cultural capital. While the researcher will
not be following a specific sequence of questions, the researcher will ask opinion questions to
discover how the participants think about this particular area of interest. Once participants have
completed individual interviews, participants will engage in a group discussion to elaborate on
their experiences. The researcher will develop experience questions as well as feelings questions
regarding foster students’ high school experience, collegiate experience, and foster care
experience.
References
Dyce, C. M., Albold, C., & Long, D. (2012). Moving from college aspiration to attainment:
Learning from one college access program. High School Journal, 96(2), 152-165.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87647492&site=ehostlive
Salazar, A. M. 1. (2012). Supporting college success in foster care alumni: Salient factors related
to postsecondary retention. Child Welfare, 91(5), 139-167. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=91637984&site=ehostlive
Texas Education Agency (2013). Foster care & student success: Texas systems working together
to transform education outcomes of students in foster care. Texas Education Agency.
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research in
design (8th. ed.). New York, NY: McGraw-Hill.
Date: April 27, 2015
Department: Educational Leadership and Counseling
Time: 11:00 a.m.
Location/Room: DELCO 240____________________
Dissertation Chair:
Patricia Hoffman-Miller, Ph.D.
Dissertation Committee Members:
Douglas Hermond, Ph.D.
G. Solomon Osho, Ph.D
Lisa K. Thompson, Ph.D.