TY - JOUR
T1 - Are bullying experiences and developmental assets associated with education outcomes for youth in foster care?
AU - Miranda, Alejandra
AU - Rodriguez, Michael C.
N1 - Publisher Copyright:
© 2023 Elsevier Ltd
PY - 2023/12
Y1 - 2023/12
N2 - Children and youth who have experienced foster care are a population that needs more attention as they usually face a challenging childhood. Using a positive youth development (PYD) approach, the associations of developmental assets and bullying with school grades and college aspirations were explored. The participants were 1,761 students (age M = 15.5 years, SD = 1.1) who had experienced foster care and 64,364 students (age M = 15.5 years, SD = 1.1) who had not. For all students, the main reasons for being victims of bullying were their physical appearance, weight, and gender expression. Students who experienced foster care reported a higher prevalence of bullying as victims and perpetrators, and lower school grades and education aspirations compared to youth who had not been in foster care. Being a physical bully was negatively associated with school grades and college aspirations for all students regardless of foster care experience. Lastly, the role of developmental assets is a promising tool for schools, as teacher and school support and student empowerment were associated with higher school grades and college aspirations for all students, importantly, including students who had experienced foster care.
AB - Children and youth who have experienced foster care are a population that needs more attention as they usually face a challenging childhood. Using a positive youth development (PYD) approach, the associations of developmental assets and bullying with school grades and college aspirations were explored. The participants were 1,761 students (age M = 15.5 years, SD = 1.1) who had experienced foster care and 64,364 students (age M = 15.5 years, SD = 1.1) who had not. For all students, the main reasons for being victims of bullying were their physical appearance, weight, and gender expression. Students who experienced foster care reported a higher prevalence of bullying as victims and perpetrators, and lower school grades and education aspirations compared to youth who had not been in foster care. Being a physical bully was negatively associated with school grades and college aspirations for all students regardless of foster care experience. Lastly, the role of developmental assets is a promising tool for schools, as teacher and school support and student empowerment were associated with higher school grades and college aspirations for all students, importantly, including students who had experienced foster care.
KW - Bullying
KW - Developmental assets
KW - Education aspirations
KW - Foster care
KW - School grades
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U2 - 10.1016/j.childyouth.2023.107160
DO - 10.1016/j.childyouth.2023.107160
M3 - Article
AN - SCOPUS:85171778717
SN - 0190-7409
VL - 155
JO - Children and Youth Services Review
JF - Children and Youth Services Review
M1 - 107160
ER -