Meaning-Making Dynamics of Emancipated Foster Care Youth Transitioning Into Higher Education: A Constructivist-Grounded Theory
This study explored college transition meaning-making dynamics of emancipated foster care youth and the role campus environments play in that process. It adds to the college student development theoretical base by acknowledging the needs, goals, and values of disenfranchised college students transitioning into higher education. Emancipated foster care youth in the study described feelings of isolation and estrangement being balanced by a newfound sense of empowerment that was, in some ways, supported by the campus environment. Mentoring programs, among other strategies, are proposed as ways to support emancipated foster youth on their unique developmental paths.
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Document Type: Research Article
Publication date: September 1, 2014
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- The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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