McMillen Curtis, Auslander Wendy, Elze Diane, White Tony, Thompson Ronald
Washington University, George Warren Brown School of Social Work, St. Louis, MO 63131, USA.
Child Welfare. 2003 Jul-Aug;82(4):475-95.
This study documents the school experiences of 262 youth referred for independent-living preparation from the foster care system of one midwestern U.S. county. Of the youth, 73% had been suspended at least once since the seventh grade, and 16% had been expelled. In the past year, 58% had failed a class, and 29% had physical fights with students. Yet the group reported high educational aspirations: 70% wanted to attend college. Those in congregate care and family settings often had school behavior problems. The results support the need for a system of education advocates who work to maintain proper education placements for youth in foster care and help them receive the academic resources they need to graduate from high school and proceed to college.
本研究记录了来自美国中西部一个县寄养系统的262名被转介接受独立生活准备的青少年的学校经历。在这些青少年中，73%自七年级以来至少被停学一次，16%被开除。在过去一年里，58%的学生有课程不及格的情况，29%的学生与同学发生过肢体冲突。然而，这群人表示有很高的教育抱负：70%的人想上大学。在集体照料和家庭环境中的青少年经常存在学校行为问题。研究结果表明，需要一个教育倡导系统，该系统致力于为寄养青少年维持适当的教育安置，并帮助他们获得高中毕业和进入大学所需的学术资源。
