The Impact of Stable Relationships and Safe Spaces on Educational Outcomes for Black Foster Youth

• In Event: Creating Safe Schools and Strong Relationships for Vulnerable Youth Populations of Color

Abstract

Purpose: While 80% of youth in foster care report having a desire to attend college (Okpych, Courtney, & Charles, 2015), only 10% actually enroll at a four-year university (Pecora et al., 2006). Extant literature on the educational outcomes of foster youth emphasize barriers such as chronic absenteeism, suspension and expulsion (Courtney, Terao, & Bost, 2004; Stone, 2007), disproportionate special education placement (Pecora, 2012) and low scores on
standardized tests (Berger, Cancian, Han, Noyes & Rios-Salas, 2015; Clemens & Tis, 2016). However, little is known about factors that help support the academic achievement and college enrollment of youth impacted by the child welfare system. As such, this paper explores the impact of stable relationships and safe spaces on the academic achievement of foster youth who successfully graduated high school and enrolled in 4-year universities.

Theoretical Framework: Guided by Ecological Systems Theory (Bronfenbrenner, 1979), this paper seeks to better understand the interrelation of various systems within the lives of foster youth and its impact on their ability to graduate high school and enroll in college. More specifically, Ecological Systems Theory informs analyses about the role of communities, schools, and social service organizations in creating safe spaces and encouraging strong relationships that help promote high school graduation and college enrollment for Black foster youth.

Method: This study used education journey mapping and semi-structured walking interviews with 4 Black male and 4 Black female high school graduates impacted by the child welfare system during their K-12 education, and currently enrolled at a four-year university. In Vivo and emotion coding was utilized to analyze salient themes (Saldaña, 2016).

Preliminary Findings: Participants described feeling safe when their emotional and physiological needs were met. Specifically, they felt safe when they had dependable relationships that they could seek support from and when they had access to food. As such, for many participants, school served as a “safe haven” in the midst of a chaotic home life. They referred to relationships with supportive adults at school and in the community as sources of stability, particularly in comparison to challenging relationships with birth family members. Emotional support, access to food, and stable relationships were described as critical factors in helping support their high school graduation and college enrollment.

Scholarly Significance: This paper provides insight into practical ways that educators and social service providers can help create supportive environments that promote the academic achievement and college enrollment for Black foster youth. Additionally, it adds to the literature on education outcomes for foster youth by providing a counter-narrative that highlights their academic success and factors that helped contribute to that success.

Author

• Brianna Marche' Harvey, University of California - Los Angeles