Abstract
Purpose: The purpose of this study was to identify and describe to what degree foster care students perceive that the elements of posttraumatic stress disorder (PTSD) affect their academic performance in postsecondary education. In addition, it was the purpose of this study to identify the perceived impacts of internal and external influences on the college enrollment of students who grew up in foster care. Finally, it was the purpose of this study to identify intervention strategies that can enhance the development and success of these individuals. Methodology: The subjects of this study were 563 former foster youth attending a California community college. Using a mixed-method, descriptive study structure, subjects participated in an online survey producing quantitative results and qualitative data gathered from 16 follow-up telephone interviews. Findings: All the survey respondents suffered from one or more of the symptoms of PTSD and this they felt had an impact on their academic performance in college. External influences and internal drive all had an impact on their decision to enroll in college. Intervention strategies identified by former foster youth which assisted with staying in college was internal drive and help with financial aid and Chafee application as well as academic counseling. Conclusions: The literature and the data analysis findings brought to the forefront conclusions surrounding the academic impact of PTSD on former foster youth in the California community college system. Recommendations: The research literature supports the conclusions of this study regarding the high percentage of students entering college experiencing PTSD, and the data clearly demonstrates that directed programs within each California community college could benefit this population.