Foster Care Impacting the Education of Latino Children (Research Proposal Sample)

Foster Care Impacting the Education of Latino Children Author Institution Abstract Various studies have been carried out on the effects of foster care on the development of children. These studies have shown that foster care has both positive and negative impacts on the growth of the child. However, there is limited information on the effects of foster care on the education outcomes among children of Hispanic descent. This study seeks to establish how foster care programs impacts on the education of Latino children in the United States. Using a mixed method design, this study will collect both quantitative and qualitative data from Latino children in foster care. A comprehensive sample of Latino children between the age of 6 and 14 years will be used to collect data. A researcher administered questionnaire, in-depth interview and the focus group discussion will be used in data collection in the study. The statistical packages for social sciences (SPSS) version 20.0 software will be used in analysis of the quantitative data to generate a report on the findings of the study. Regression analysis will be done to determine the relationship between the dependent and the independent variables. Table of Contents TOC \o "1-3" \h \z \u Abstract PAGEREF _Toc448772367 \h 2Section I: Problem Statement and Literature Review PAGEREF _Toc448772368 \h 31.1Problem Statement PAGEREF _Toc448772369 \h 31.2Literature Review PAGEREF _Toc448772370 \h 41.2.1.Introduction PAGEREF _Toc448772371 \h 41.2.2.The role of foster care in education of children PAGEREF _Toc448772372 \h 51.2.3.Challenges faced by children in foster care PAGEREF _Toc448772373 \h 51.2.4.Relationship between foster care programs and education levels of children. PAGEREF _Toc448772374 \h 8Section II: Conceptual Framework PAGEREF _Toc448772375 \h 10Section III: Research Design PAGEREF _Toc448772376 \h 113.1Research Design PAGEREF _Toc448772377 \h 113.2Sampling Procedures PAGEREF _Toc448772378 \h 123.3Instrumentation PAGEREF _Toc448772379 \h 133.4Data Collection & Analysis Procedures PAGEREF _Toc448772380 \h 133.5Protection of Human Rights PAGEREF _Toc448772381 \h 15Section IV: Conclusion PAGEREF _Toc448772382 \h 16References PAGEREF _Toc448772383 \h 16 Foster Care Impacting the Education of Latino Children Section I: Problem Statement and Literature Review 1.1 Problem Statement Foster care program is an important program in the United States that is purposed to offer protection to vulnerable children exposed to risks such as emotional, physical, and sexual abuse (Forsman & Vinnerljung, 2012; Healey & Fisher, 2011). According to the 2014 statistics, approximately 415,129 children were subjected to foster care. In comparison to the year 2005, the trend has slightly declined (Child Welfare Information Gateway, 2016). Various research has pointed out the fact that foster care program has both positive and negative impacts on children’s learning experience because of the instability of placements and changes in schooling (Pears, Kim, Buchanan, & Fisher, 2015; Ferguson & Wolkow, 2012; Sullivan, Jones, & Mathiesen, 2010). Other researchers have also focused on the general challenges faced by foster children while in foster care as well as suggesting various interventions for improving learning standards among these children (Forsman & Vinnerljung, 2012; Pecora, 2012). However, little research has been conducted in an effort to provide an understanding of foster care effects among Latino children in the United States. This study therefore seeks to examine how foster care affects the learning process of Latino children with the major aim of providing suggestions for policy making and contributing to the existing literature of social works. 1.1.1 Research question How does foster care affect the education of Latino children? 1.1.2 Research hypotheses * There is no significant relationship between foster care characteristics and the education outcomes of Latino children. * There is no significant relationship between the characteristics of the caregiver in foster care and the education of Latino children. * There is no significant relationship between the child care practices offered in foster care and the education of Latino children. 1.2 Literature Review 1.2.1. Introduction. The major role of foster care is to facilitate protection of young children. In light of the different risks that children may be exposed to such as sexual, physical, and emotional abuse, young children are placed under kinship or foster parents. Foster care program is characterized by various aspects such as placement mobility and school mobility among others, which are instrumental in affecting the learning process of children. This literature review therefore seeks to review previous researches that have been conducted on foster care domain. The review will focus on the roles of foster care as far as learning is concerned, the challenges faced by foster children that may affect their learning, and possible relationships brought forward between foster care and education levels of children. The review will therefore focus on empirical studies with no specific major source because consideration is made to different aspects of the study. 1.2.2. The role of foster care in education of children. The study carried out by Pears, Fisher, Bruce, Kim, & Yoerger (2010) acknowledged that foster children who have been subjected to maltreatment are prone to a number of difficulties in the psychosocial and cognitive domain. The study therefore investigated the disparities among maltreated foster children in school adjustment at first grade and kindergarten levels. The research also examined the determinants of the possible relationship between early school adjustment and a history of maltreatment. The study used a sample of 56 non-maltreated children and 85 maltreated foster children at the first grade and kindergarten levels to explore a possible association between early school adjustment and a history of maltreatment. In light of the assessed social-emotional and education competence, the study found out that the relationship between academic competence and maltreatment of foster children was mediated by inhibitory control. Caregiver involvement on the other hand mediated the relationship between foster placement and maltreatment with social-emotional competence. The results also revealed poor performance among the maltreated foster children in academic competence when compared to their non-maltreated counterparts. The research therefore concluded that interventions should target caregiver involvement and inhibitory control in order to improve school readiness among foster children (Pears, Fisher, Bruce, Kim, & Yoerger, 2010). 1.2.3. Challenges faced by children in foster care. According to international statistics, various factors push children to foster care (Leve et al., 2012). Some children are exposed to maltreatments in the form of emotional, physical, sexual, and general neglect (Dozier, Zeanah, & Bernard, 2013). About 50 percent of these children are subsequently subjected to foster care (Pears, Kim, Fisher, & Yoerger, 2013). Substance use, school failure, and deviant peer groupings are some of the psychosocial outcomes associated with maltreatment and placement into foster care (Windsor, Moraru, Nelson, Fox, & Zeanah, 2013; Pears, Fisher, Bruce, Kim, & Yoerger, 2010). Poor performance among foster children has been attributed to school mobility where children are subjected to movements from one school to another (Ferguson & Wolkow, 2012). The study conducted by Pears, Kim, Buchanan, & Fisher (2015) sought to examine school mobility with reference to timing, type, and distance. The study went further to investigate whether the relationship between late elementary school outcomes and impacts of foster placement was mediated by early school mobility. The aim of the research was to assess whether children’s skills at the beginning of schooling affected the contribution of school mobility to later school outcomes. The study used samples of 86 foster children and 55 children with parental care living in Pacific Northwest. Transitions from kindergarten through grade 2 were examined in light of academic competence. The results of the study revealed a negative association between academic competence and being in foster care. The subsequent academic performance was also found to have a positive association with early learning skills. The results also revealed a positive association between poor academic performance and early school movements. The study therefore concluded that enhancing early learning and literacy skills would be essential in helping foster care children to be resilient to school mobility (Pears, Kim, Buchanan, & Fisher, 2015). In an effort to provide a solution to the academic underperformance of foster care children, the study conducted by Forsman & Vinnerljung (2012) examined various interventions geared towards improving the performance of foster children. The research was carried out through a systematic review of previous studies from electronic databases such as ERIC and Socindex. Supplementary databases were also utilized and they included but not limited to Ebsco, Google Scholar, and ProQuest. The study found out several suggested interventions, which include the establishment of an education liaison for social workers to solve education challenges, distribution of learning materials to foster children, using an individualized learning program, and establishing a tutoring program. The study therefore concluded that utilizing a more focused intervention will facil...