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

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.

Downloads

Published

2020-09-02

Issue

Vol. 20 No. 5 (2020)

Section

Articles