First Advisor

Athanasiou, Michelle

First Committee Member

Hynes, Keeley

Second Committee Member

Johnson, Brian

Third Committee Member

Peterson, Eric

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

8-2025

Department

College of Education and Behavioral Sciences, School Psychology, School Psychology Student Work

Abstract

Students who have spent time in the foster care system encounter a myriad of barriers and challenges to academic success. Among these challenges is attending post-secondary school and completing a college degree. High school academic performance, knowledge of the college application process, and lack of financial support are some factors that act as barriers to post-secondary attendance. Lack of support and difficulty navigating the college experience can negatively impact the ability to complete college. Even in instances of desire and academic ability to attend college, many of these students never attend, or do not complete and obtain a degree. Between 2% and 6% of foster children manage to apply, attend, and complete college (Geiger & Beltran, 2017; National Foster Youth Institute, 2022). Little research has been done to focus on those individuals who succeed academically, and to identify the protective and resiliency factors.

The purpose of this qualitative phenomenological research is to explore the college experiences of former foster children who emancipated from foster care and completed a college degree. The primary data sources for this study were the collected in-depth semi-structured interviews of five women who were emancipated from the foster care system and completed a college degree. Documentation during the research process involved field journaling, field notes, and the collection of demographic survey information. Data were interpreted using the Moustakas (1994) guidelines for conducting and analyzing phenomenological research.

The results provided six main themes (essences): financial concerns, lack of knowledge of foster student needs, supportive relationships, early academic acknowledgment, self-determination and motivation, and social barriers. The objective of this study was to gain information that will inform human service professionals, educators, and others who work with children in foster care with a better understanding of their needs and what is beneficial to their success.

Abstract Format

html

Keywords

foster-care; college students; college graduates; motivation; resiliency; social capital

Places

Greeley, Colorado

Extent

178 pages

Local Identifiers

Thomas_unco_0161D_11367.pdf

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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