A life course approach to the educational pathways of care-experienced adults New dimensions in understanding

Eavan Brady, PhD Candidate // eabrady@tcd.ie School of Social Work & Social Policy Supervisor: Professor Robbie Gilligan EUSARF // September 2016

Trinity College Dublin, The University of Dublin

Overview

1. Review of existing quantitative and qualitative literature

2. The life course approach

3. Why is the life course approach a useful framework for exploring the educational pathways of care-experienced adults?

4. Overview of PhD Research Project

Trinity College Dublin, The University of Dublin

Educational Outcomes of Care Leavers

Educational outcomes for care leavers across the US, Sweden, and Great Britain are generally poor, particularly in comparison to majority

population peers

– Courtney & Dworsky (2006); Pecora et al. (2006) (US)

– Vinnerljung et al. (2005); Vinnerljung & Sallnäs (2008) (Sweden)

– Cheung & Heath (1994) (GB)

– Sebba et al. (2015) (England)

Quantitative Literature

Trinity College Dublin, The University of Dublin

Educational Outcomes of Care Leavers

Educational outcomes of care leavers are mixed

1. Seeking the views of high-achieving individuals and those who have gone on to pursue higher education:

‒ Jackson et al. (2005); Jackson & Cameron (2012); Martin & Jackson (2002); Milligan (2005)

2. Exploring the educational outcomes of care leavers more generally:

‒ Cashmore et al. (2007); Driscoll (2013); Mallon (2007); Mendis (2015)

Qualitative Literature

Trinity College Dublin, The University of Dublin

What influences education?

Age entering & leaving

care

Pre/In/Post-care

experiences

Carer & social worker expectations

Placement stability

Relationships with

significant adults

Individual factors

Trinity College Dublin, The University of Dublin

The Life Course Approach

An interdisciplinary framework for exploring human lives from birth to death

– Focuses on how chronological age, life transitions, relationships, and social change shape our lives from birth to death

– Considers the relationship between childhood/adolescent experiences and later experiences in adulthood

– Elder et al., 2003; Hutchison, 2011

Trinity College Dublin, The University of Dublin

Key Themes

Interplay of human lives & historical time

Timing of lives

Linked lives Individual

agency

Diversity in life course

trajectories

Developmental risk &

protection

The Life Course Approach

(Elder, 1994; 1998; Hutchison, 2005; Hutchison, 2011; Shanahan, 2000)

Trinity College Dublin, The University of Dublin

Why use the life course approach when exploring educational pathways of care leavers? (1)

Historical Time

Care System

Education System

Timing of Life Events

Entry to Care

Placement & School Moves

Linked Lives

Relationships & Emotional Support

Expectations & Encouragement

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Individual Agency

Active Role

Constraints of Structural

Context

Diversity in Trajectories

Diverse Experiences

Diverse Pathways

Risk & Protection

Role of Challenging Life Events

Turning Points

Why use the life course approach when exploring educational pathways of care leavers? (2)

Trinity College Dublin, The University of Dublin

The life course approach: Providing new dimensions of understanding about the education of care-experienced adults

Long-term perspective

Interdisciplinary

Cumulative consequences of life experiences

Role of early life experiences on later outcomes

Considers the ways a person’s various life pathways shape one another e.g. care and education pathways

Considers the ways individual, social, and structural factors interact

Trinity College Dublin, The University of Dublin

PhD Research: A life course study of the educational pathways of care-experienced adults in Ireland

Life Course Approach

Biographical Interviews

Timelines

Sample: 25-30 Care-experienced Adults

Aged 25-35 5+ years in care Different

educational profiles

Trinity College Dublin, The University of Dublin

Selected References

1. Courtney, M. E. & Dworsky, A. (2006). Early outcomes for young adults transitioning from out‐of‐home care in the USA. Child & Family Social Work, 11(3), 209-219.

2. Elder, G. H. (1994). Time, human agency, and social change: Perspectives on the life course. Social Psychology Quarterly, 4-15.

3. Hutchison, E. (2011). A life course perspective. In E. Hutchinson (Ed.), Dimensions of human behaviour: The changing life course. (pp. 1-38). London: SAGE Publications Ltd.

4. Jackson, S. & Cameron, C. (2012). Leaving care: Looking ahead and aiming higher. Children & Youth Services Review, 34(6), 1107-1114.

5. Jackson, S., Ajayi, S., & Quigley, M. (2005). Going to University from Care. Institute of Education, University of London.

6. Mallon, J. (2007). Returning to education after care. Adoption & Fostering, 31(1), 106-117. 7. Martin, P.Y. & Jackson, S. (2002). Educational success for children in public care: Advice

from a group of high achievers. Child & Family Social Work, 7(2), 121-130. 8. Milligan, I. (2005). Three strong women: From care to university. Scottish Journal of

Residential Child Care, 4(2), 23. 9. Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., ... & O'Higgins, A. (2015).

The Educational Progress of Looked after Children in England: Linking Care and Educational Data. Oxford: Rees Centre for Research in Fostering and Education.

Thank You! eabrady@tcd.ie