Using Mini-Grants to Support Capacity Building for Campus Support Programs for Students with Experiences of Foster Care and/or Homelessness

Background and Purpose: Campus support programs (CSPs) for students with experiences of foster care and/or homelessness are a popular means of supporting these marginalized students, and have been developed on college campuses all across the country. However, finding ways to pay for and build up programming capabilities continues to be a struggle for many CSPs. The current study reports on a project that provided one-time mini-grants to CSPs across Georgia in an effort to bolster capacity building to better meet student needs. This study aims to answer two primary research questions: (a) what outcomes are CSPs able to achieve with time-limited capacity building funding? and (b) What are lessons learned and recommendations for improving time-limited capacity building funding for CSPs? It is hoped that the findings from this study will be helpful for funders, institutions, and CSPs themselves as they make key decisions on utilizing limited funds to benefit students with experiences of foster care and/or homelessness.

Methods: Seventeen CSPs across Georgia received mini-grants. The primary data source was a survey that 15 of the funded CSPs completed that provided information on the types of services they provided, outcomes achieved, challenges they encountered, and recommendations for improving the project. Data analysis involved descriptive statistics and qualitative thematic analysis.

Results: CSPs use their funds for a wide range of services, the most common of which were for goods and infrastructure for food/goods pantries (N = 10), technology (e.g., software, computers) to enhance service provision (N = 9), and emergency funds and other cash/gift card assistance (N = 8). When asked to reflect on what outcomes they have seen improve as a result of mini-grant funding, the most commonly endorsed outcomes were Increased campus capacity to provide services to students who have experienced foster care and/or homelessness (N = 14), Increased campus capacity to provide resources to students who have experienced foster care and/or homelessness (N = 10), and Increased cross-campus awareness of the need to support students who have experienced foster care and/or homelessness (N = 10). Regarding lessons learned, many CSP grantees identified bureaucratic policies related to accessing and using funds as a big challenge, which highlighted the importance of reducing barriers for nimble fund utilization in order to best meet student needs. CSPs also discussed how capacity building efforts and strict funding timelines can sometimes clash, highlighting the need for flexible funding timelines. Finally, CSPs reflected on the key importance of developing collaborations both across campus and within the local community in order to maximize the positive impact that their projects had on students.

Conclusion and Implications: CSPs play a crucial role in meeting the needs of students with experiences of foster care and/or homelessness. Given enough structure and support, opportunities to participate in one-time capacity building projects can contribute to positive outcomes for CSPs and the students they serve.