Search

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.childyouth.2004.09.005 Byline: Kathy Lemon (a), Alice M. Hines (b), Joan Merdinger (b) Keywords: Foster care; Pathways to College study; Independent living programs Abstract: Using data from the larger Pathways to College study, this article presents two analyses exploring the potentially beneficial role of independent living programs (ILPs) for foster youth. First, a comparative analysis using survey data describes characteristics of former foster youth who were enrolled in an ILP while in foster care (N=81) compared to those who were not (N=113). Second, an ethnographic analysis using interview data with ILP coordinators in nine California counties describes typical and unique ILP services, as well as the impact of recent federal policy changes on ILPs. Survey results indicated that ILP participants were more likely to be African American or Mexican American/other Latino, and while in foster care, they tended to be placed in nonrelative placements, had more out-of-home placements, and were more likely than non-ILP participants to have been taught a number of independent living skills. Ethnographic results indicated that ILP services typically use an instructional model that focuses on teaching discrete and concrete skills considered to be associated with self-sufficiency, and recent legislation has increased funding and flexibility in ILP services. Implications and recommendations for ILPs are discussed. Author Affiliation: (a) School of Social Welfare, University of California at Berkeley, United States (b) College of Social Work, San Jose State University, One Washington Square Hall, San Jose, CA 95192-0124, United States Article History: Revised 9 July 2004; Accepted 22 September 2004

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.childyouth.2004.01.007 Byline: Alice M Hines (a), Kathy Lemon (a), Paige Wyatt (b), Joan Merdinger (c) Keywords: Child welfare system; Social factors; Parent and family-related risk factors Abstract: There exists a little research on children of color in the child welfare system (CWS) and most of what we know focuses on provision of child welfare services and system-related outcomes rather than the processes that lead to these outcomes -- how families and children of color become and stay involved. Rather than one primary cause, there appear to be numerous interrelated factors associated with the disproportionate rates of involvement of children of color in the CWS. This review focuses on four areas: (1) parent and family-related risk factors and CWS involvement; (2) social factors related to poverty, neighborhood effects and other community-related predictors of children of color entering and staying in the CWS; (3) race and class biases in initial reporting and subsequent processing of children in the CWS, and (4) the impact of recent child welfare policy initiatives on children of color. Limitations of the current body of literature on children of color in the CWS are presented as well as emerging themes and areas for further inquiry. Author Affiliation: (a) San Jose State University, USA (b) University of California, Berkeley, USA (c) San Jose State University, USA