Pathways from Community College to a 4-Year University: Experiences of Students with a Foster Background

Background:
Despite recent estimates indicating a growing number of youth with foster care experience enrolling in community colleges (Havlicek et al., 2021), many of whom transfer or aspire to transfer to four-year institutions, little is known about how these students experience that transition. Community colleges serve as an accessible and affordable pathway for students from underrepresented backgrounds, including students with foster care experience (SEFC). This study aimed to deepen understanding of SEFCs’ transition from community college to a four-year institution and their adjustment during the first year following transfer.

Methods:
This study employed an extended case study design to examine the experiences of three SEFC transitioning from a two-year community college to a four-year institution in a Midwestern state. Data were collected at three time points: the summer prior to transfer, the first (fall) semester, and the second (spring) semester. Participants engaged in in-depth interviews exploring their social backgrounds and educational, financial, physical and mental health experiences, both broadly and in relation to their academic experiences. Follow-up interviews focused on students’ reflections on their preparation for transfer and their experiences navigating the first year at their new institution. Data were analyzed using thematic analysis (Braun & Clarke, 2006). Researchers conducted descriptive analyses, generated initial codes, and identified key themes, with particular attention to social support and transition experiences.

Findings:
Three participants (two males and one female) completed interviews over a nine-month period. Analysis revealed four overarching themes: (1) financial instability and challenges with financial aid, (2) feeling unprepared and overwhelmed, (3) difficulties finding balance, and (4) seeking support and finding self-reliance. Financial concerns emerged as the most salient issue. Participants described persistent delays in receiving financial aid from the child welfare agency, preventing them from purchasing textbooks, paying rent, and meeting basic needs. These delays also disrupted course registration and academic planning. Participants reported feeling discouraged in their educational pursuits, with some noting that family members and professionals had previously dissuaded them from pursuing college. Early interviews reflected stress about academic expectations and preparedness, as well as challenges managing competing demands of school, work, and social life. Students experienced additional challenges with navigating complex requirements across systems (e.g., higher education and child welfare), particularly related to deadlines, documentation, and financial aid processes. Participants described difficulties forming and maintaining relationships, often linked to instability associated with foster care experiences. While they demonstrated resilience through self-advocacy and independence, they also noted that seeking help was difficult.

Conclusions and Implications:
Findings suggest that SEFC face persistent and compounding barriers when transitioning from community college to four-year institutions, including financial insecurity, lack of preparedness, limited support, and challenges balancing multiple responsibilities. The study underscores the need for more coordinated systems of support across higher education and child welfare, including streamlined financial aid processes, improved access to information, and targeted programming to support SEFC during transfer. Addressing these gaps may improve educational outcomes and promote stability for this population.