academic experiences of African American males in an urban midwest foster care system, The

Journal of Social Studies Research, Fall 2001 by Tate, Steven C

"Many foster children could experience athletic success but poor grades keep them from participating."

"Foster children are often labeled by school administrators as 'one of those foster kids.' Some sensitivity training is suggested."

Implications

This study has provided data that can be used by educators and child welfare representatives to enhance learning opportunities for African American males in foster care. Previous studies have shown that African American males are under serviced members of the child welfare system (Woodley-Brown and Bailey-- Etta, 1997; James-Brown, 1995). A consequence of that oversight can be seen in this study. Findings from this study clearly present a need for greater investments by educators and social service representatives in the academic concerns of African American males in foster care. Results from proficiency tests which show African American males in foster care underachieving academically in comparison to other students illustrate the importance of more individualized learning opportunities. Among suggested learning opportunities are on-going, highly personalized tutorials in core subjects areas, workshops, and additional preparations for proficiency exams. Other opportunities for improving the academic services available to these children include supportive services that are based in the African American community, such as after school programs. These additional opportunities should be formally instituted rather than casually applied. They should become staples in the case plans of social workers and in the lesson plans of teachers. Administrators from education and child welfare must endeavor to create policies that are attuned to the inordinate needs of African American males in foster care and which mandate implementation of supportive mechanisms. Support of this nature is essential if African American males in foster care are no longer to be "under serviced" and if they are to achieve greater academic success.

Data collected from questionnaires completed by foster parents and social workers suggest that placement in foster care is less detrimental to academic achievement for younger African American males than for older African American males. Findings from the questionnaires are supported in this study by results from the Ohio Proficiency Test, which show fewer significant differences among the means of African American males in foster care and the comparison groups on the fourth grade test than on the sixth and ninth grade tests. Data which indicate that the academic challenges of African American males in foster care are likely to increase with age demand more intensive, abiding support for the academic, social, and emotional needs of older children in this group.

Child welfare agencies must consider providing educational training for foster parents so that they are able to properly assist older children with their academic responsibilities. Foster parents should be provided with financial support and encouraged to further their own education, whether it's to complete a GED or to earn an undergraduate or graduate degree. Older African American males in foster care must be provided the same type of support. It is recommended that they are supported emotionally and financially by child welfare agencies beyond the age of emancipation (typically 18-21). Many African American males in foster care lack training and have an insufficient academic background to succeed professionally at emancipation. Thus, support for progressing academic pursuits is strongly another implication for practice is found in the inference of foster parents and social workers that African American males in foster care would benefit academically from remaining in one foster home throughout their stay in child welfare. It is, therefore, decisively important that social services representatives strive to curb trends seen in previous studies which point to high levels of turmoil for African American males in foster care (Woodley-- Brown and Bailey Etta, 1997). If the perceptions of foster parents and social workers are correct, fewer disruptions will lead to improved academic performance for African American males in foster care.