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- 저자 : Atukpawu, Grace (검색결과 1 건)
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Atukpawu, Grace Stanford University 2009 해외박사(DDOD)
There has been increasing concern over how youth experience the foster care system and how they fare once they leave. While in care, foster youth encounter multiple placements, frequent changes in schools, and psychological problems. After foster care, they often face homelessness, unemployment, lack of educational options, and reliance on public assistance. Independent Living Programs were created to address these issues. However, we know little about how transitioning youth learn and develop in this context that reflects and transmits societal messages to youth. In general, research has not explored foster youths' subjective experiences, particularly how their perceptions of themselves and their futures are constructed. An understanding of how these youth make sense of who they are, their experiences, and where they belong in society can further an understanding of their social, educational, and occupational outcomes. Moreover, the way foster youth manage these critical developmental processes influences whether they contribute to or become a cost to society. This dissertation begins to address this gap in knowledge by advancing an understanding of the intertwining of psychosocial development and participation in social and institutional settings during the transition to adulthood. This study used observations, interviews, and document analysis to explore identity development and future orientation in a community of foster youth. Twenty-eight current and former foster youth who participated in two Independent Living Programs formed the core of this study. To discover how these youth saw themselves and their futures in the context of their social worlds this research explored the following questions: (1) How is the meaning of foster care constructed among a community of current and former foster youth? (2) How do social and institutional settings such as independent living programs support and/or constrain foster youth's current and future selves? (3) How do foster youth think about their identities and their futures? Grounded in a sociocultural framework, this study examined the intersection of individual, community, and societal level factors to attend to the mutually constituted relationship between individuals and their environments. Using this lens, data analysis occurred through an iterative process that involved open, axial, and selective coding strategies to highlight patterns and themes. The study findings revealed that youth characterized their perceptions of the foster care system and their personal experiences within that system in multiple ways. The majority of youth viewed foster care as a place of objectification and a prison, while youth also perceived foster care as an opportunity, a pseudo family, and a place of refuge. This study also found that Independent Living Programs function as communities where youth are able to develop sustainable relationships with staff and peers, imagine a successful future, and learn how to be an adult in today's society. However, these programs also tended to overemphasize predetermined ideas of success, offer limited resources regarding higher education, and materially overcompensate youth in a manner that may handicap them in the future. Lastly, research findings suggest that the idea of normalcy is central to personal identity for foster youth. Foster youth struggled between seeing themselves as normal or viewing themselves as not normal---while contending with internal feelings of being abnormal. To manage this tension youth developed identity-related strategies which included: achieving markers of success, developing an illusionary self, redefining normalcy, and disidentifying from their foster care status. Case study data illustrated that the misalignment of their actual and desired selves tended to place youth on one of two extreme trajectories: either they fully embraced traditional notions of success or they embarked upon trajectories leading to unfavorable outcomes. Moreover, youth positioned themselves in such a way to contend with the social stigma that penetrated most aspects of their lives and impacted their future choices. This study privileged the voices of foster youth by moving their psychosocial developmental experiences to the forefront of the discourse on the transition from foster care to adulthood. Child welfare and educational practice and policy domains must take as core the importance of developing psychosocial capital for foster youth and understanding what that potentially means for emancipation outcomes. Through this dissertation, I aimed to inform educators, program officers, and policy makers about the complex psychological issues foster youth grapple with and encourage effective ways to integrate identity resources into service delivery systems to better support a successful transition to adult life.
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