The Power in Their Stories: Using Student Voice and Determination To Address the Experiences of College Student Formerly in Foster Care

For students formerly in foster care (FFC), the transition from the child welfare system to college is not just an academic pursuit; it is a journey defined by resilience, identity exploration, and hope. This qualitative narrative inquiry, presented in a three-article format and guided by Deci and Ryan’s Self Determination Theory, explored how FFC students experience access, transition, and persistence in higher education. Centering storytelling as both method and data, this study positioned FFC students as content experts of their own educational journeys. A transformational finding was the foundational role of hope that is rooted in survival, self-awareness, and the desire to create a future distinct from that of their biological parents. Rather than fostering a victim mentality, for these students, foster care experiences often catalyzed self-determination and purpose, especially within their collegiate experience. From this research the FFC Tripod Model of Collegiate Persistence and Support emerged. This model proposed that institutional awareness, community support, and student self-advocacy were pivotal and interconnected components of FFC student success. The resilience of these students underscored the urgency for policies and practices that are not only informed by their voices but also developed in collaboration with them. This study emphasized that institutions could foster more inclusive and supportive academic environments by recognizing the distinct needs and strengths of FFC students.