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The Guardian Professions Program: Developing an advanced degree mentoring program for California's foster care alumni

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  • Sensiper, Sylvia
  • Barragán, Carlos Andrés

Abstract

Higher education continues to be an elusive social space for too many children and youth in the United States foster care system. Yet a four-year pilot project in California has demonstrated that former foster youth can surmount the detrimental effects of childhood adversity to complete their undergraduate degrees and, with additional preparation, advance to graduate degree programs. Building on the success of campus support programs throughout the state, the Guardian Professions Program (GPP) at the University of California Davis employed a research and implementation framework based on Participatory Action Research (PAR) and made use of surveys, qualitative interviews and ethnographic data to develop the model. In this article the authors describe and analyze the GPP, an initiative that pioneered the use of online technology to assist seventy-four former foster youth successfully gain a level of educational success that is not often associated with this demographic. Not all children and youth who are involved in the child welfare system will have the interest or determination to pursue a university education and undertake an advanced degree. However, services and academic assistance for those students who have the aptitude can promote higher education as a path to achievement and self-sufficiency.

Suggested Citation

  • Sensiper, Sylvia & Barragán, Carlos Andrés, 2017. "The Guardian Professions Program: Developing an advanced degree mentoring program for California's foster care alumni," Children and Youth Services Review, Elsevier, vol. 82(C), pages 329-336.
    • Handle: RePEc:eee:cysrev:v:82:y:2017:i:c:p:329-336
    DOI: 10.1016/j.childyouth.2017.09.032
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    References listed on IDEAS

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    1. Munson, Michelle R. & Smalling, Susan E. & Spencer, Renée & Scott Jr., Lionel D. & Tracy, Elizabeth M., 2010. "A steady presence in the midst of change: Non-kin natural mentors in the lives of older youth exiting foster care," Children and Youth Services Review, Elsevier, vol. 32(4), pages 527-535, April.
    2. Vacca, James S., 2008. "Breaking the cycle of academic failure for foster children -- What can the schools do to help?," Children and Youth Services Review, Elsevier, vol. 30(9), pages 1081-1087, September.
    3. Thompson, Allison E. & Greeson, Johanna K.P. & Brunsink, Ashleigh M., 2016. "Natural mentoring among older youth in and aging out of foster care: A systematic review," Children and Youth Services Review, Elsevier, vol. 61(C), pages 40-50.
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    1. Hobbs, Sue D. & Bederian-Gardner, Daniel & Ogle, Christin M. & Bakanosky, Sarah & Narr, Rachel & Goodman, Gail S., 2021. "Foster youth and at-risk non-foster youth: A propensity score and structural equation modeling analysis," Children and Youth Services Review, Elsevier, vol. 126(C).
    2. Tobolowsky, Barbara F. & Scannapieco, Maria & Aguiniga, Donna M. & Madden, Elissa E., 2019. "Former foster youth experiences with higher education: Opportunities and challenges," Children and Youth Services Review, Elsevier, vol. 104(C), pages 1-1.

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