Foster parents and parental involvement in the education of children in foster care.

Abstract

The sample for this study was drawn from a defined population of foster parents who parented children in foster care under the auspices of the Oklahoma Department of Human Services, Children and Family Services Division. Specifically, this population was defined as all foster parents who (1) were reimbursed for the care of children in their homes; (2) were classified as Foster Family Care, Kinship Relative Care, or Kinship Non-Relative Care homes; and, (3) who were providing care for a child between 6 and 12 years of age during the period of time defined by the research protocol. A research packet was mailed to all 928 homes in the defined population, resulting in a return of 345 usable surveys.

Higher levels of parental involvement resulted when certain elements mitigated the problematic effects of age and multiple placements on children in foster care. While these factors were associated with fewer perceived invitations from schools and less agreement with a partnership-focused role, they did not prevent parental involvement. Perceived knowledge of special education process, vital to addressing the needs of the majority of children in foster care, and support from the social environment were associated with more perceived invitations and stronger endorsement of the partnership-focused role. Each of these, in turn, influenced higher levels of parental involvement activity. As reported above, this was true regardless of the group type of foster parent. Again, these findings are limited since only foster parent reports are available.

Foster parents reported they had, in fact, participated in parental involvement activity at moderate levels and supported a partnership-focused role with schools in addressing the educational needs of children in foster care. They believed themselves efficacious in their ability to help. In doing so, their beliefs and activities were significantly influenced by their perceived knowledge about the special education process. In their role, they were moderately supported by their social environment, especially from sources representing entities from professional and spiritual guidance. Further, these findings were equally true for typical as well as kinship foster parents. However, these findings are limited since only foster parent reports were obtained on these variables. Teacher and caseworker data were not obtained.

This study utilized both descriptive and causal-comparative research methods to examine parental involvement by foster parents on behalf of children in their care. Since parental involvement among foster parents has not been examined, descriptive methods were employed to gather information about this unique population. Causal-comparative methods were employed to compare discrete groups within the foster care population.

For many years, parents have been recognized as key participants in the education of children. When parents are involved in their children's education, children perform better on school outcome measures, and demonstrate better social adjustment. Sometimes, children must live in foster care. When they do, foster parents become the persons involved in assuring that children's educational needs are addressed.

Data on parental involvement by the foster parent, caseworker support of the foster parent, perceived knowledge of special education process, and perceived sources of social support were obtained, as well as foster parent perception of behavior problems observed in the children in foster care. These data were combined with foster parent and foster child data matching the participants in the sample drawn from the state Adoption and Foster Care Analysis and Reporting System.