Lost and Found in Transition: Alumni of Foster Care Transitioning to College

Authors

  • Sarah E. Jones University of West Georgia
  • Laura A. Dean University of Georgia

DOI:

https://doi.org/10.33423/jhetp.v20i5.3035

Keywords:

Higher Education, fostercare, transition, experiences, qualitative, success, college, trauma, retention, progression, graduation, mattering, postsecondary, phenomenology, resilience

Abstract

This research emphasizes the educational transitions of students who experienced foster care (SEFC). Using student development theories from Tinto and Schlossberg this phenomenological research captured themes that described the lived experiences of college SEFC. Despite disconnections, feelings of inadequacy, and experiences of imposter syndrome, most participants were able to navigate their life and educational experiences with a strong sense of self-efficacy and self-love that they believe allowed them to be successful in college.

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Published

2020-09-02

How to Cite

Jones, S. E., & Dean, L. A. (2020). Lost and Found in Transition: Alumni of Foster Care Transitioning to College. Journal of Higher Education Theory and Practice, 20(5). https://doi.org/10.33423/jhetp.v20i5.3035

Issue

Vol. 20 No. 5 (2020)

Section

Articles

License

Copyright by North American Business Press