Cultivating Social Inclusion: The Role of TRiO Programs in Supporting Foster College Students

• In Event: Towards Leveling the Playing Field: Insights on the College-Going Experiences of Foster Care Alumni

Abstract

This qualitative study explores the role of TRiO staff members in providing formal and informal support for foster youth in college. Since their establishment in 1965 via the Higher Education Act, Federal TRiO Programs have focused on outreach and service to assist low-income young people and adults enroll and complete a higher education degree. In 2008 the Higher Education Act was amended to grant individuals in foster care (including people that had left the foster care system after age 13) automatic eligibility to TRiO Programs. Building on the work of Hallett and Westland (2015), the paper utilizes social capital theory to illustrate the vital role TRiO staff members have in helping recognize and validate foster care students. Preliminary findings suggest that on campuses without dedicated support services for foster students, TRiO programs serve as the primary means of academic and social support. This work is significant as it provides insight into how to increase institutional capacity to support foster students on campus.

Authors

• Jarrett Gupton, University of Minnesota

• Kelly Collins, University of Minnesota