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Ferguson’s (2019) Student Development Pathway model organized the findings across Preparation, Awareness, Engagement, Transition, and Persistence phases. Coaching and caring adults were most notable in Preparation, Engagement, and Transitional phases; determination dominated Persistence; resistance aligned with Preparation and Persistence. 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Responses were analyzed using an exploratory method to identify themes, organized through Ferguson’s (2019) Student Development Pathway model across multiple phases.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors were most associated with success in different phases of the pathway?",{"text":72,"@type":64},"Coaching and caring adults were most notable in the Preparation, Engagement, and Transitional phases. 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Nine FCA PSE graduates were interviewed about their success. Responses were analyzed using an exploratory method to identify themes related to factors deemed critical to their graduation from PSE. Ferguson’s (2019) conceptual model of a Student Development Pathway was used to organize findings; success factors were analyzed accordingly to their role in the Preparation, Awareness, Engagement, Transition, and Persistence phases. Findings suggest the role of coaching and caring adults was most notable in the Preparation, Engagement, and Transitional phasesto PSE. Determination factored predominantly during the Persistence phase, and Resistance was most associated with the Preparation and Persistence phases. Findings also indicated numerous untapped opportunities and initiatives that could make PSE more accessible and achievable for FCA.  \nKeywords: foster youth, foster care alumni, student success, post-secondary education  \nRésumé  \nCette étude définit les facteurs contribuant à la réussite d’anciens jeunes pris en charge titulaires d’un diplôme d’études postsecondaires (DEPS), malgré le fait que les établissements ont consacré peu d'efforts à rendre les études postsecondaires accessibles aux jeunes et anciens pris en charge. Neuf anciens jeunes pris en charge titulaires d’un DEPS ont été interrogés au sujet de leur réussite. Les réponses ont été analysées par une méthode exploratoire pour identifier les thèmes liés auxfacteurs jugés critiques pour l'obtention de leur DEPS. Le modèle conceptuel de « Parcours de développement étudiant» (Student Development Pathway) Ferguson (2019) a été utilisé pour organiser les résultats. Les facteurs de réussite ont été analysés en fonction de leur rôle dans les phases de préparation, de sensibilisation, d'engagement, de transition et de persévérance. Les résultats suggèrent que le rôle de l’encadrement et la présence d’adultes bienveillants sont les plus importants dans les phases de préparation, d’engagement et de transition vers les études supérieures. La détermination ajoué un rôle prédominant durant la phase de persévérance, et la résistance a été le plus souvent associée aux phases de préparation et de persévérance. Les résultats indiquent également de nombreuses occasions et initiatives inexploitées qui pourraient rendre les études postsecondaires plus accessibles et réalisables pour les jeunes anciens prisen charge.  \nMots-clés: jeunes prisen charge, anciens jeunes prisen charge, protection de la jeunesse, réussitescolaire, études postsecondaires  \nIntroduction  \nDespite recent efforts to increase the diversity of the student population in post-secondary education (PSE), for-  \nmer foster care youth remain the least likely candidates to attend PSE, never mind join the ranks of graduates. Infact, although 84% of foster care alumni (FCA) express an interest in PSE (The Annie E. Casey Foundation, 2014),  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:4 (2023)   \nless than 44% of Ontario foster youth complete high school compared to 81% of their peers (Kovarikova, 2017) . Fewer still enroll in PSE; research from the United States indicates that only 20% enroll in PSE (Unrau et al., 2012), and a British Columbia-based study found that youth in care were 31% less likely to enroll in PSE than non-foster care youth (British Columbia Ministry of Education, 2018). Success in post-secondary is rarer still; American research indicates that only 2–11% of FCA actually complete any kind of PSE (Courtney et al., 2011; Emerson & Bassett","cbCaimeSHYwml0G0","https://ap.wps.com/l/cbCaimeSHYwml0G0","pdf",154306,11,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What is the purpose of the study on former foster care youth and post-secondary education?\",\"answer\":\"The study examines lessons learned from foster care alumni who successfully completed post-secondary education, with the aim of identifying ways higher education can become more accessible to other FCA.\"},{\"question\":\"How were success factors identified in the research?\",\"answer\":\"Nine FCA post-secondary graduates were interviewed. Responses were analyzed using an exploratory method to identify themes, organized through Ferguson’s (2019) Student Development Pathway model across multiple phases.\"},{\"question\":\"Which factors were most associated with success in different phases of the pathway?\",\"answer\":\"Coaching and caring adults were most notable in the Preparation, Engagement, and Transitional phases. Determination factored predominantly in Persistence, while resistance was most associated with Preparation and Persistence.\"}]","Navigating Higher Education - Factors Contributing to Former Foster Care Youth’s Graduation from Post-Secondary Education | PDF",1792084196,28]