Perspectives of Foster Care Youth and Parents on Challenges of Straight and
LGBTQ Youth Transitioning to Young Adulthood:
Lessons for Higher Education
MARIA SCANNAPIECO, PH.D.
C E N T E R F O R C H I L D W E L FA R E
U N I V E R S I T Y O F T E X A S AT A R L I N G T O N
M S C A N N A P I E C O @ U TA . E D U
H T T P : / / W W W 2 . U TA . E D U . / S S W / C H I L D W E L F. H T M
K I R S T I N PA I N T E R , P H . D , L C S W
S E N I O R D I R E C T O R , M H M R TA R R A N T C O U N T Y
K PA I N T E R @ U TA . E D U
Presentation Outline
 Overview
 Review of Empirical Literature
 LGBTQ
 All Youth Aging Out of Foster Care
 Foster Youth and Higher Education
 Examples of Programs
 Discussion and Conclusion
Overview
Overview
 Teenagers make up
about 34% of all
foster care youth
 Of children in foster
care, 55% are African
American or Hispanic,
52% are male, and
the median age is
roughly 9 years
Overview
 About 30,000 adolescents exited foster care in 2010
because they reach eighteen years of age*
 30% of these youth have been in care for over 9 years
without a permanent placement (DHHS, 2011)
 Children who have spent a significant time (at least one
year) in foster care between ages 13 and 18 are likely to
be seriously affected by the experience in ways that
create barriers to their further social inclusion and
participation (Wolanin, 2011)
Overview
 Overall, the number of children in foster care has
dropped 8% in one year and 20% in the past decade

Recent federal policy supports this trend
•
Fostering Connections to Success and Increasing Adoptions Act of 2008
allows states to claim federal funds to assist children who are cared for
by relatives other than their parents
Overview
 Though the trend is promising, challenges still exist
 The number of foster youths aging out of the system has increased
over the past decade
•
•
•
Nearly 30,000 youths aged out of foster care without a permanent
family in 2010, compared to 19,000 youths who aged out in 1999
Percentage of all exits from foster care due to emancipation increased
from approximately 7 % in 2000 to about 10% more recently
Many of these foster care alumni have to face problems of poverty, lack
of health care, limited education, unemployment, homelessness,
criminal justice system involvement, and teen pregnancy without the
support of permanent families (www.childrensdefence.org 2010)
Review of the Research
GLBTQ Youth In General Population
GLBTQ Youth are….
 7 times more likely to be victims of hate crimes.
 5 times more likely to commit suicide than
heterosexual youth and account for 30-40% of all teen
suicides.
 3 times more likely to be targeted by homophobic
abuse in school than youth of color or women.
GLBTQ foster youth are…..the facts
 25-40% of homeless youth are gay, lesbian, or bisexual.
 Housing instability impacts LGBTQ foster youth health:
disruptions to continuity to medical care; unaddressed
dental check-ups.
 Where as approximately 5-10% of the general
population is gay or lesbian, a conservative, although
staggering disproportionate estimate of 20% youth in
out-of-home care are gay or lesbian.
 50% suffer homophobic abuse in their biological home.
 28% are forced to leave their biological homes.
 Over 50% of youth-serving organizations/agencies
report not having , or the lack of, materials to be
prepared to serve GLBT(Q) youth.
How LGBTQ Youth Enter The
Foster Care System
 Because of homophobia and transphobia in their homes,
schools, and social settings, LGBTQ youth enter the foster care
system at a disproportionate rate.
 Many LGBTQ youth face neglect or abuse from their families of
origin because of their sexual orientation or gender identity.

A recent study found that over 30% of LGBT youth reported suffering physical
violence at the hands of a family member after coming out.
 Because of lack of acceptance and abuse many LGBTQ youth are
removed from their homes or found to be "throwaways" by child
protection agencies and placed in the foster care system.
How LGBTQ Youth Enter The
Foster Care System
 According to another recent study, 20% percent of LGBTQ youth
reported skipping school each month because of fear for their
own safety.
 And another study found that 28% of LGBTQ youth dropped out
of school due to peer harassment.
 As a result of lack of acceptance and abuse in the home and at
school, a disproportionate number of youth living on the streets
are LGBTQ. The National Network of Runaway and Youth
Services estimates that between 20-40% of homeless youth are
LGBTQ.
Challenges faced by LGBTQ youth in foster care
 Barriers between caseworkers and LGBTQ youth
- a lack of trust in caseworkers and foster care
system;
- staff miscomprehending LGBTQ needs;
- unaddressed cross-cultural disparities;
Review of the Empirical Literature on
Youth Aging Out of Care
 Youth aging out of foster care have significant difficulties
transitioning into independent living and /or higher
education.
 31% of the former foster youth live with a relative; those
who live independently are 37%
 Adverse Childhood Experiences (Trauma)
Review of the Empirical Literature on
Youth Aging Out of Care
 Research indicates that children "lose an average of four
to six months of educational attainment each time they
change schools."
 65 % of foster care youths experienced seven or more
school changes from elementary school through high
school.
 Changing schools frequently reinforces a cycle of
emotional trauma of abandonment and repeated
separations from adults and friends.
Empirical Literature
 Some of the research findings of the effects of youth who
have entered the foster care system are:
 Youth in foster care tend to be behind educationally
compared to their peers, with as few as 33% graduating
from high school at time of aging out to 50 %.
 The national high school dropout rate in the US ranges
between 5% and 11%
Empirical Literature
 In comparison to the general youth population, fewer
foster care adolescents are regularly employed
 Fewer than half have jobs at the time of discharge
 Former foster care youths are twice as likely not to have
enough money to pay their rent, and one-quarter are
categorized as food insecure on a composite measure of
food security
Empirical literature
 Higher proportions of youth who have been in foster care
receive public aid
 A study found that 30% of foster care youths experienced
serious health problems after leaving foster care. Fiftyfive of the participants had no health insurance. Of those
with health coverage: 25% were on Medicaid, 11% on
another form of public assistance, and only 9% had
obtained private health insurance.
Empirical Literature
 Forty-seven percent of the adolescents in care had a disabling
condition and 37 percent were clinically diagnosed as
emotionally disturbed following discharge from foster care
 Much higher than the 12 to 15 percent estimate for the general
youth population.
 Youth living with foster parents are more likely than children
living with biological parents to have behavioral and emotional
problems, problems in school adjustment, and to be in poor
physical and mental health
Empirical Literature
 A higher proportion of former foster care youth have also been
found in the criminal justice system
 Former foster care youths are more likely than their peers to
raise children out-of-wedlock. More than 60 percent of females
leaving the system have a baby within four years, almost always
outside of marriage
Empirical findings
 One study found that 45% of former foster care youth
had "trouble with the law" after exiting the foster care
system: 41% spent time in jail, and 26%
were formally charged with criminal activity.
 37% of the youths experienced one or more negative
outcomes, including victimization, sexual assault,
incarceration, or homelessness.
 A study found that "13 % of the female participants
reported having been sexually assaulted and/or raped
within twelve to eighteen months of discharge from
care."
Foster Youth and Higher Education
Statistics at a glance…
 Dworksky & Courtney (2010) report that foster youth approaching adulthood have the
same aspirations for higher education as do youth in the general population. A
majority of foster youth want to attend college and anticipate they will achieve a
college degree (Courtney, et al., 2004).
 Approximately 58% of youth who age out of foster care will have a high school degree
at age 19, compared to 87% of non foster youth (The Pew Charitable Trusts, 2007)
 About 3% of foster youth who age out of care will have a college degree at age 25,
compared to 28% of the general population (The Pew Charitable Trusts, 2007).
Foster Youth and Higher Education
 The gap between rate of college attendance for foster youth and their peers is
higher than the gap between high school completion for foster youth and
their peers (The Institute for Higher Education Policy, 2005). This suggests
that the transition to higher education is more challenging than the
completion of high school. Foster youth may not have the skill, maturity, or
necessary support to access higher education.
 Fragmentary data suggests that among foster youth who do attend college,
the attrition rate is very high (The Institute for Higher Education Policy, 2005).
Dworksy and Courtney (2010) state that rates of college graduation among
former foster youth are estimated to be between 1% and 11%, but data
collection is somewhat faulty.
Foster Youth and Higher Education
 A reason why foster youth do not apply to college is that they are not aware
of the college opportunities available to them, and they do not have the
practical knowledge and skills to successfully navigate the complex college
application process.
 In addition to the difficulties foster youth have in connecting with the college
admissions and student financial aid processes, the programs that exist to
help them are often inadequate to meet their needs (i.e. federal TRIO
programs (Talent Search, Upward Bound, and Educational opportunity
centers) and GEAR UP (Gaining Early Awareness and Readiness
Undergraduate Program)).
Recommendations
 A need for a universal safety net of guaranteed services such as healthcare, tuition,
housing, and employment assistance (Atkinson, 2008).
 Dworsky and Courtney (2010) recommend eliminating “arbitrary” deadlines (p.7) for
removing support to youth because they turn 18 or 21.
 Many parents provide emotional and financial support to their children well into
adulthood.
 In Illinois, youth whose foster care benefits were extended to age 21 were more
likely to be enrolled in college at the age of 21 than 21 year old foster youth in
neighboring states.
 Former foster youth may simply take longer to complete their educations because
they have remedial academic work to do. They may also be hindered by financial
and life barriers, including supporting their own children.
 Programs targeted to former foster youth on college campuses that provide financial,
academic and emotional support.
Recommendations
 The Research and Planning Group for California Community Colleges (2008)
recommends that institutions take a case management approach with former foster
youth, linking them with one individual who can help identify needs and broker other
services and supports. Other recommendations include –




Partnerships between community colleges and departments of social
services to access ILPs and funds (like ETVs);
Securing dedicated slots for transitional housing (Dworksy & Courtney,
2010, also note that housing is a critical need among former foster youth in
college);
Establishing business relationships with private and corporate sponsors to
maximize donations;
Developing a tracking system that allows the institution to monitor
outcomes.
Recommendations
 Mandelbaum (2010) suggests a model of community
education as a way of transferring knowledge and
information through collaborative relationships between
undergraduate and graduate students, academics,
professionals, community organizers and foster youth
students.
 The model promote and encourage public awareness,
community engagement, and advocacy.
Recommendations
 National Community Education Association has
concluded that an effective community education project
should involve the community, use resources efficiently,
and encourage and promote lifelong learning, selfdetermination, and self-help.
Higher Education Programs
 Generally speaking, campus programs supporting former foster youth
include:
 Some programs also match former foster youth with mentors – either
faculty members, other college students, or former foster youth alumni of
the school (Austin Community College’s program includes mentoring).
 Care packages (school supplies, suitcases, and other essentials)
 Support groups
 Emergency funds
 Provide leadership trainings
 Helpful websites that organize information about financial aid (including
ETVs) in one place.
 These programs often rely on private donations and corporate sponsorship.
 Communicate through partnerships
Higher Education Programs
 Of note is Virginia Community Colleges “Great
Expectations Program, “ which encompasses the
elements noted above.
 Interestingly, the program serves foster youth/former
foster youth ages 13 to 24, reaching the population across
a broad span of developmental milestones.
About Great Expectations
 Serves foster youth 13 – 24, in both high school and college.
 Focuses on the value of a college education as the best way to gain
employment and achieve independence.
 Provides education and employment opportunities that will improve
the likelihood of success for foster youth.
 Offers individual support for at-risk foster teens as they finish high
school, leave their foster homes and transition to postsecondary
education and living on their own.
About Great Expectations
Launched in 2008 at 5 Virginia Community Colleges.
Now offered at 15 of the 23 community colleges; 2
additional colleges joining in 2012.
•
•
•
•
•
•
•
•
Danville
Germanna
J. Sargeant Reynolds
John Tyler
Lord Fairfax
Mountain Empire
New River
Northern Virginia
•
Patrick Henry
Piedmont Virginia
Southside Virginia
Southwest Virginia
Tidewater
Virginia Highlands
•
Wytheville
•
•
•
•
•
Great Expectations Services
 Help with the college admissions/financial aid
 Resource Center www.GreatExpectations.vccs.edu
 Personal counseling and individual tutoring
 Career exploration and coaching; job preparation
 Mentoring (by college staff, college peers and community volunteers)
 Special programs, e.g. life skills, healthy relationships
 Emergency and incentive Funds
 Online Best Practices Forum
Starting a New Program
Essentials
Challenges
 Support of the college’s admin.
 Part-time Campus Coaches
 Special training for Campus
 Recruiting students in rural areas
Coaches
 Coordination with other depts.
 Building awareness of the
(e.g. financial aid, student success,
counseling, tutoring)
 Special programs
 Emergency funds




program in the community
Setting boundaries
Lack of housing
Transportation
Cultural competence
It Takes a Team!
The Great Expectations Campus Coaches are the key!
Coaches are…..the go-to person who musters the other services available on the campus
and in the community for the students
The team includes….the high school career coaches, DSS workers
foster and adoptive parents, volunteer mentors
interns and work/study students, community supporters
Four Year Colleges











Ball State University and Ivy Tech Community College
http://cms.bsu.edu/Academics/CentersandInstitutes/SSRC/GuardianScholars.aspx
California Polytechnic University, Pomona http://dsa.csupomona.edu/rs/
California State University, Fullerton www.fullerton.edu/guardianscholars
Colorado State University www.today.colostate.edu/story.aspx?id=4999
Miami University Regionals www.regionals.muohio.edu/fostercare/
Middle Tennessee State University www.mtsu.edu/nextstep/
Northern Arizona University
www4.nau.edu/insidenau/bumps/2010/8_27_10/blavins.html
Ohio University www.ohio.edu/univcollege/fostercare/
Sam Houston State University www.shsu.edu/~forward/
San Francisco State University www.sfsu.edu/~eop/gs.html
San Jose State University www.sjsu.edu/cmesociety
Community Colleges








California Community College Chancellor’s Office | Foster Youth Success Initiative
(FYSI) www.cccco.edu/searchresults/tabid/137/default.aspx?search=FYSI
Austin Community College www.austincc.edu/fca
City College of San Francisco www.ccsf.edu/NEW/en/student-services/studentcounseling/guardians-scholars-program.html
Erie Community College Independence bound
http://www.ecc.edu/academics/specialprograms/independencebound
Fullerton College http://fosteryouth.fullcoll.edu/
Los Angeles City College www.lacitycollege.edu/services/guardianscholars/
Seattle Central Community College www.seattlecentral.org/collegesuccess/index.php
Tallahassee Community College
www.tcc.fl.edu/about_tcc/student_affairs/departments/enrollment_services_and_stu
dent_success/i_am_a/foster_youth/fostering_achievement_fellowship_program
Other Programs and Initiatives of Note
 Guardian Scholars at Hunter College, John Jay College and Kingsborough Community





College. http://newyorkersforchildren.org/category/programs/
The Eagle County Continuing Education Community Collaborative’ s Guardian
Scholars Program www.theyouthfoundation.org/programs/GuardianScholar.html
Graham Windham’s Scholars Program www.alisteducation.com/info/grahamwindham-program
Washington State’s Governors’ Scholarship Program for Foster Youth
www.collegesuccessfoundation.org/Page.aspx?pid=417
Articles written by foster youth http://www.representmag.org/topics/college.html
Guardian Scholars programs
http://www.orangewoodfoundation.org/programs_scholars.asp