Transitions and Pathways: HBCU College Choice Among Black Students With Foster Care Experience
This qualitative study explored contextual factors that inform the college choice process among Black students with lived experience in foster care. Drawing exclusively upon in-depth interviews regarding the college choice process, specifically at a historically Black university, we identify three central themes: (a) self-motivation and resilience from adverse childhood experiences, (b) the importance of a foster care-focused college support program, and (c) the role of extended family in facilitating college enrollment. Implications for research, policy, and practice emphasize strategies that college administrators, researchers, policymakers, and other advocates can implement to improve Black foster youth's college choice process and success.
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Document Type: Research Article
Publication date: September 1, 2020
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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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