Recentering Foster Youth’s College Aspirations: A Q&A

Efforts to broaden college access often overlook foster youth, despite the fact that many of them possess the ambition and skills to excel in higher education, contends Royel M. Johnson, a tenured professor at the University of Southern California’s Rossier School of Education. Johnson makes this case in his upcoming book.

The book, titled “From Foster Care to College: Navigating Educational Challenges and Creating Possibilities,” showcases the narratives of 49 present and past foster youth from across the country who have pursued college education, often leveraging the abilities they honed while navigating the foster care system.

The inspiration for the book emerged during Johnson’s tenure as a professor at Penn State University, where his research primarily centered on youth affected by the foster care and criminal justice systems.

Photo Credit: Royel M. Johnson

“I’d been establishing a research program focused on populations impacted by systems who are often not considered suitable for college, and are sometimes overlooked in national initiatives to promote college access and post-secondary achievement,” Johnson expressed in a recent conversation.

Johnson grew up in Chicago on the west side, in the Garfield Park neighborhood, which is predominantly African American and has a history of disinvestment leading to high unemployment rates and lower life expectancies.

“Growing up there, you’re exposed early on to systemic injustices, from policing to child welfare policies, and education,” Johnson shared. “My own experiences became the foundation for my research interests, seeking to comprehend the pathways, structural barriers, and opportunities that some individuals have while others do not.”

While pursuing a political science degree at the University of Illinois Urbana-Champaign, Johnson encountered and studied alongside graduate students enrolled in the university’s educational policy doctoral program.

These interactions inspired him to stay at the university to delve into educational policy. He obtained a master’s degree in the field there and eventually completed a doctorate in higher education and student affairs at Ohio State University.

Johnson, whose book is set for publication in October, recently took a moment to elaborate on the development of the book project and the insights gleaned from his interviews with foster youth. The ensuing interview has been condensed for clarity and conciseness.

What sparked the idea for your book?

“A significant portion of the research on young individuals in foster care revolves around explaining their shortcomings and failures. We need to comprehend why certain students don’t thrive. However, there’s also a wealth of knowledge to be gained from young people who do prevail, becoming role models we can learn from. I aimed to focus on asset-based and resiliency-based approaches rather than deficit-oriented perspectives,” Johnson explained.

In your book, you highlight the experiences of 49 foster youth who are either college students or graduates. How did you come to meet and interview them?

In 2019, I initiated a nationwide study in collaboration with organizations that support foster youth at colleges and universities. We reached out to university administrators for student recommendations, distributed flyers, and used social media for recruitment.

We provided students with stipends for their participation. My team and I conducted thorough interviews, lasting on average an hour per session for two to three rounds, to gain comprehensive insights into their foster care experiences, college preparation, transition to higher education, and the realities of being a college student with a foster care background. The majority were current college students, with few graduates, and even fewer pursuing graduate studies.

We aimed to include a diverse group in terms of racial and ethnic backgrounds, with a focus on youth of color who are disproportionately affected, particularly Black, Native, and Indigenous youth. We intentionally oversampled individuals with non-heterosexual identities and represented various lengths of time spent in care, as aging out of the system exposes individuals to greater risks like homelessness, involvement in the legal system, teenage pregnancy, substance abuse, and more. Our objective was to construct a robust cohort for valuable insights.

After initiating interviews, many participants recommended their peers to join the study, emphasizing the limited opportunities they have to share their own stories.

What were some key takeaways from your interactions with the students?

Our findings revealed that many young foster individuals approach college selection from a lens of belonging, seeking institutions that recognize and value their identities and backgrounds. Institutions with dedicated college access and support programs for foster youth signal a welcoming environment where they can find acceptance and community.

We also observed that transitioning to college can present challenges, especially without familial support for basic needs. As a result, they rely on broad networks of support, often forming close relationships with peers who become like family, as well as former social workers and educators. This network becomes a crucial resource in their college journey.

What insights did you gain about California students?

The nationally recognized Guardian Scholars program’s visibility serves as a significant motivator for foster youth, signaling inclusivity and support that may not be as apparent at other institutions.

Many student affairs administrators at higher education institutions may be unaware of federal or state resources available to foster youth. In contrast, those involved with Guardian Scholars programs are well-versed in these resources and the challenges faced by foster youth.

Your book introduces the concepts of “aspirational capital” and “navigational capital.” How do these terms relate to youth in foster care?

One framework I draw upon is community cultural wealth, as articulated by Tara Yosso. This framework highlights the undervalued forms of capital that people of color possess and utilize in navigating systems not designed for them.

Aspirational capital reflects the ability of individuals to sustain high aspirations despite systemic challenges. Navigational capital refers to leveraging experience in maneuvering through systems to overcome obstacles and persist, critical in the college application and retention process.

Community cultural wealth provides a valuable framework for understanding the experiences of individuals of color within educational systems, offering insights into the strategies and resources utilized to navigate oppressive structures.