An Examination of college transition experiences among foster youth

Foster youth face many challenges in achieving success in higher education. These challenges significantly impair their ability to achieve their educational goals to the same extent as non-foster youth achieve. This study examined the transitional experiences of first-year, first-generation of foster youth. I conducted a grounded theory study to examine the first-year transitional experiences through the lens of social and family influences. I conducted interviews with foster youth students to identify common themes that students experience transitioning to and during the first year of college. Themes related to factors such as family, social, and program support affect foster youth, revealing how emotional support and internal motivation impact foster youth in their goal of achieving academic success.