Educational Advocacy and the Foster Child

225 Pages·2017·1.18 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2017
Educational Advocacy and the Foster Child
Jennifer Loetzerich
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Jennifer Loetzerich

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Mitchell Olson, Committee Chairperson, Education Faculty
Dr. David Falvo, Committee Member, Education Faculty
Dr. Michael Raffanti, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2017
Abstract

Educational Advocacy and the Foster Child
by
Jennifer Loetzerich

MS, Walden University, 2010
Post Bac Certification, Mercer University, 2008
BS, State University of West Georgia, 2004

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
July 2017
Abstract
In Georgia, there are high rates of instability in foster care, and each time a child changes
placement, his or her support networks are gone until he or she can rebuild them. The
purpose of this case study was to explore if current stakeholders provide effective support
and assistance to professionals and others who assist foster students with their
educational needs. This case study used a conceptual framework based on Rankism, in
which students move up and down the rungs of the ladder of their social system. Data
were collected via interviews with a Court Appointed Special Advocate (CASA) worker,
a Department Division of Family and Child Services (DFCS) caseworker, a former foster
parent, a teacher, a school social worker, a school administrator, and a school counselor,
all of whom were involved with foster children. Interviews were recorded, transcribed,
and then open coded using constant comparative analysis. Findings revealed a need for
greater support, and illuminated the repercussions that may occur when students are
moved from their homes and/or schools: They may lose their support networks,
community supports, school supports, and recognition they had previously until these are
rebuilt in their new placement. The major themes that emerged were (a) a need for data
sharing, (b) effect of trauma on children, and (c) the need for improved educational
advocacy. These findings, along with a review of the literature, led to the development of
a policy change recommendation and the creation of a data system to enable
collaboration amongst all agencies. The project that emerged was the creation of a data
system that affords real-time transfer of educational records, allowing for appropriate
educational plans to be put in place.
Educational Advocacy and the Foster Child

by

Jennifer Loetzerich

MS, Walden University, 2010
Post Bac Certification, Mercer University, 2008
BS, State University of West Georgia, 2004

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
July 2017
Dedication
I dedicate all of the work I have done on this study to the three students who
changed my life’s work during my first year of teaching. My three J’s as I call them were
three foster children who came into my life during that year, changing my entire outlook
on life. I wasn’t able to save them from the system, and to this day I don’t know what
became of those innocent souls. It is because of them that my work began and will
continue, to save other children from a fractured system.
Acknowledgments
First and foremost, I would like to dedicate my dissertation to my father who
passed away in November 2013 and my mother who has struggled through his death and
still remained my rock. I know it I has not always been a smooth road, but it has brought
me to this point. I also want to thank and acknowledge my friends and church members
who have been so instrumental in helping me through rocky points in my research and
development.
I would also like to thank my advisor and mentor Dr. Mitch Olson. From the time
I spoke with him about my topic at residency to this point I have felt supported every step
of the way. I would also like to thank my secondary committee member Dr. David Falvo.
Both Dr. Falvo and Dr. Olson have been my teachers on this journey and have brought
me to this point in my studies.
Table of Contents
Section 1: Introduction to the Study ....................................................................................1
Definition of the Problem ....................................................................................................1
Rationale ..............................................................................................................................2
Evidence of the Problem from the Professional Literature ..........................................3
Definitions............................................................................................................................4
Content Terms .....................................................................................................................5
Significance..........................................................................................................................7
Guiding/Research Questions ................................................................................................9
Conceptual Framework ........................................................................................................9
Nobodies ....................................................................................................................10
Somebodies ................................................................................................................11
Transitioning ..............................................................................................................11
Dignity .......................................................................................................................12
According to ..............................................................................................................12
Literature Review...............................................................................................................12
Historical Foundations of the Social Welfare System .......................................................13
Institutional Shift ...............................................................................................................17
White House Conferences for Dependent Children...........................................................17
United States Children’s Bureau ........................................................................................18
Juvenile Court System Formation ......................................................................................18
Child Welfare League ........................................................................................................20
i
Children’s Defense Fund ...................................................................................................20
Historical Foundations of Common Grounds for Education and Human Services ...........21
Foster Care by the Numbers ..............................................................................................24
Placement Models ..............................................................................................................26
Systemic Barriers ...............................................................................................................28
Stability ..............................................................................................................................29
Attachment and Separation ................................................................................................33
School Readiness ...............................................................................................................36
School Success ...................................................................................................................37
Hierarchy of Needs ............................................................................................................39
Rankism .............................................................................................................................40
Special Education Placement .............................................................................................42
Support Services ................................................................................................................44
Mental Health.....................................................................................................................44
Health Care ........................................................................................................................48
Advocacy ...........................................................................................................................49
Foster Care Perspectives ....................................................................................................50
Pathway to College ............................................................................................................53
Implications........................................................................................................................55
Summary ............................................................................................................................56
Section 2: The Methodology ..............................................................................................58
Introduction ........................................................................................................................58
ii
Qualitative Research Design and Approach ......................................................................58
Participants .........................................................................................................................60
Data Collection ..................................................................................................................61
Interviews ...........................................................................................................................62
Interview Questions ...........................................................................................................63
Documentation ...................................................................................................................64
Data Analysis .....................................................................................................................64
Coding ................................................................................................................................65
Types of Validity ...............................................................................................................66
Triangulation ......................................................................................................................66
Data Analysis Results ........................................................................................................67
Themes from the study.......................................................................................................68
Interpretation of Findings ..................................................................................................71
Claire ..................................................................................................................................71
Louise .................................................................................................................................76
Sarah ..................................................................................................................................79
Lauren ................................................................................................................................83
Riley ...................................................................................................................................85
Erin .....................................................................................................................................87
Carah ..................................................................................................................................91
Conclusion .........................................................................................................................93
Section 3: The Project ........................................................................................................95
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