Refusing to Settle for Less: Narratives of Self-Authorship Among Foster Care Youth in College

• In Event: In Pursuit of Achievement: Enhancing Postsecondary Access, Academic Performance, and Persistence

Abstract

Interview data from four Black male collegians formerly in foster care (BMCFFC) were analyzed using narrative inquiry methodology. The development of self-authorship enhanced the success of BMCFFC in two ways: First, BMCFFC created systems of support in response to challenges in order to maintain their college possible selves. Social support ranged in terms of the following: (a) role models and mentors, (b) engagement in campus activities and student organizations, and (c) self-motivation and resilience. Secondly, students’ self-authorship development enhanced their ability to effectively cope with and respond to difficult situations in college. The findings here contribute to the growing literature on the evolution of self-authorship and the life experiences and outcomes of youth formerly in foster care.

Author

• Mauriell H. Amechi, University of Redlands