Persistence: A Qualitative Study of the Experiences of African-American Foster Care Youths Who Aged Out and Made the Transition to College

Abstract

ABSTRACT The purpose of this phenomenological qualitative study was to document the college experiences of 10 African-Americans who aged out of foster care. The participants’ narratives detail how their circumstances impelled them to persist in college. Participants described their conditions in terms of their race and access and availability to supports and resources. Recommendations for cultural-based mentoring programs and partnerships among child welfare agencies and colleges and/or universities are suggested to support youths who age out of care and make the transition into college. Culturally sensitive practices and advocacy efforts are noted as an effort to change policies and services for the betterment of this vulnerable group. The limitations of the study and suggestions of areas for further research are offered.