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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
A Qualitative Study Exploring the Role of Caregivers and Teachers in the Academic Achievement of Youth in Foster Care
Allen Eugene Lipscomb, Kelly Choi
(Social Work Department, College of Social & Behavioral Science, California State University, USA)
Abstract: Using an exploratory framework, this study explores the relationship between the academic achievement of youth in foster care and the amount of time invested by caregivers and teachers to promote academic success. Methods: This study randomly chose 5 caregivers from a community based group home agency and 5 teachers (Public, Charter and Non-Public) who work directly with the youth placed within that agency to conduct an in-depth interview. Results: Youth in foster care need additional independent living skills to promote academic success; foster youth need consistent coaching and mentoring; and nurturing caregivers and teachers. Discussion: Despite the academic support of youth in foster care, the youth themselves have to be motivated to reach academic achievement in order for them to be truly successful.
Key words: academic achievement, foster youth, caregiver support, teacher support
