Meaning-Making Dynamics of Emancipated Foster Care Youth Transitioning Into Higher Education: A Constructivist-Grounded Theory

Abstract

This study explored college transition meaning-making dynamics of emancipated foster care youth and the role campus environments play in that process. It adds to the college student development theoretical base by acknowledging the needs, goals, and values of disenfranchised college students transitioning into higher education. Emancipated foster care youth in the study described feelings of isolation and estrangement being balanced by a newfound sense of empowerment that was, in some ways, supported by the campus environment. Mentoring programs, among other strategies, are proposed as ways to support emancipated foster youth on their unique developmental paths.

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