Louis and Gabi Weisfeld School of Social Work.
Schools of Social Work and Education.
Am J Orthopsychiatry. 2018;88(3):261-268. doi: 10.1037/ort0000242. Epub 2017 Apr 10.
Although adolescents in foster care are known to be more at risk for school-related academic challenges, there is a paucity of research on their school-related experiences, such as victimization and relationships with teachers, compared with their same-age peers not in care. The aim of this article is to compare foster-care adolescents and their schoolmates on data that was drawn from the statewide representative California Healthy Kids survey and includes 165,815 nonfoster youth and 706 foster youth in 9th and 11th grades. Findings indicate a consistent pattern: After controlling for age, gender and race, adolescents in foster care have lower (self-reported) academic achievements and experiences that are more negative in school compared with their peers. However, hierarchical regression equations indicate that after controlling for background and school experiences, there were no significant differences in academic achievements between foster care youth and their high school peers. This finding may reflect that in-school experiences are responsible for many of the more negative academic outcomes experienced by foster youth. (PsycINFO Database Record
尽管众所周知，寄养中的青少年在与学校相关的学术挑战方面面临更大的风险，但与不在寄养中的同龄青少年相比，针对他们与学校相关的经历（如受害经历和与教师的关系）的研究却很少。本文的目的是将寄养青少年与其同学进行比较，这些数据来自全州代表性的加利福尼亚健康儿童调查，其中包括 9 年级和 11 年级的 165815 名非寄养青年和 706 名寄养青年。研究结果表明存在一致的模式：在控制年龄、性别和种族后，与同龄人相比，寄养中的青少年的学业成绩较低（自我报告），并且在学校的经历更为负面。然而，分层回归方程表明，在控制背景和学校经历后，寄养青年和他们的高中同学在学业成绩上没有显著差异。这一发现可能反映出，在学校的经历是导致寄养青少年经历许多更负面的学业成果的原因之一。
