Theoretical and Conceptual Frameworks Used to Study Post-Secondary Educational Needs of Foster Care Alumni

Background and Purpose

About 42% of foster care alumni enroll in college, but 1-11% complete their degree. Foster care alumni are more likely to drop out of college compared to low-income or first-generation students. College education is linked to better employment, financial, housing, social, and interpersonal outcomes. Although it is important to identify needs and create interventions to help foster care youth to enroll in college, it is as important to ensure that the alumni are successful after enrollment as their needs continue to impact their education.

There is substantial research on the specific needs and challenges that foster care alumni experience as they progress in their post-secondary journey. However, there is limited knowledge on the types of theories and frameworks used to study those needs. Therefore, this systematic review describes the state of the existing research on the conceptual and/or theoretical frameworks used to study the post-secondary educational needs of foster care alumni.

Methods

Using PRISMA guidelines, the authors searched Academic Search Premier, APA PsycINFO, Child Development & Adolescent Studies, Education Full Text, ERIC, and SocINDEX with Full Text. There were no date limitations but language and academic journal limitations for articles related to conceptual and/or theoretical frameworks used to study the post-secondary educational needs of foster care alumni. Studies were included if they involved foster care alumni pursuing post-secondary education and reported outcomes for any needs or challenges that they experienced during their educational journey. Studies focusing on pre-college programs, pre-college needs, or those involving foster care alumni who are not actively enrolled in a post-secondary institution, were excluded.

After the final studies were identified, the following data were extracted: aims, theory used, needs identified or addressed, and recommendations made. Authors used the Mixed Methods Appraisal Tool (MMAT) to assess the methodological quality of qualitative, quantitative, and mixed methods studies.

Results

The search revealed 483 relevant abstracts, with fourteen articles meeting eligibility criteria. Most of the studies (n=10) used a qualitative approach, two used a quantitative approach, and two used a mixed methods approach. Ten studies were conducted in the U.S. and three studies in the United Kingdom. Half of the studies (n=7) did not use a theory, one study mentioned a theory in the original research project but not in the sub-study, and the other six studies utilized theories such as Focal Theory; Theory of Persistence & Departure, Marginality, Mentoring, & Transitions; Erikson’s Model of Psychosocial Development; Grounded Theory; and Resiliency and Social Capital Theory.

Conclusions and Implications

As the research on the college retention of foster youth expands, there is a need to understand the theoretical frameworks used to study the multiple needs of youth. Identifying these frameworks may help future researchers to more effectively replicate studies or explore other phenomenon. Utilizing theories focusing on inquiry and action, such as the Positive Deviance Framework, may be an effective way to study the needs of foster youth, the resources used to overcome the needs, and then create a program that helps others navigate the challenges successfully.