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University of Zagreb, Faculty of Law Department of Social Work branka. sladovi c @pravo.hr

Students with in-care experiences: identity issues and support Branka Sladovic Franz Vanja Branica Kristina Urbanc. University of Zagreb, Faculty of Law Department of Social Work branka. sladovi c @pravo.hr. Students with in-care experiences:.

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University of Zagreb, Faculty of Law Department of Social Work branka. sladovi c @pravo.hr

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  1. Students with in-care experiences: identity issues and supportBranka SladovicFranzVanjaBranicaKristina Urbanc University of Zagreb, Faculty of Law Department of Social Work branka.sladovic@pravo.hr

  2. Students with in-care experiences: • Have overcome the risks and used their strength to get to higher education – is it enough to endure? • Have the greatest possibility to avoid social exclusion – will they make it? • Have good motivationin the beginning of the study – will it be lasting? In the final years… Where have all the students gone?

  3. If they study regularily they receive some practical support, but… • still facing many financial and accommodation difficulties • have to study harder to overcome previous educational shortcomings • and have common adult life-starting difficulties • many students hide their in-care experiences and relying on themselves alone

  4. Qualitative research (2014.) aimed to explore identity and support issues of students with in-care experiences: • 6 fokus group discussions • in 5 university towns • with 23 students with different family and care experiences, age, studying programs and current life circumstances • Data - framework analyses

  5. Participants: • 18 female, 5 male • Age: 19 – 28 y/old, 23 in average • Studying from first to final year, 2 dropped out of faculty, 2 are planning to change the faculty • Living accommodation: mainly renting a flat, some in students dormitory or living independent unit (of Children’s homes) • Mainly living with friends and roommates or partners • Care experiences: 12 children’s homes, 1 residential treatment home, 6 SOS-children’s village, 4 foster families • 15 students receive financial support/scholarships • 8 have full time or part-time job

  6. REASONS FOR HIGHER EDUCATION

  7. DEFINING THE STUDENT WITH IN-CARE EXPERIENCE

  8. DEFINING THE STUDENT WITH IN-CARE EXPERIENCE

  9. Many of students experienced stigmatization and prejudice • People think in-care children are dirty, stinky, stealing and lying • Peers didn’t want to be with them because they are poor and can not benefit fromthem • Individuals have crime experiences so everybody get’s stigmatized • Examples of vilifications by teachers • Different reaction on prejudices (sadness, anger, cool) • Prejudice and negative experiencesfrom previous education - not willing to risk againso they hide in-care past?

  10. HIDING OR NOT CARE PAST

  11. HIDING OR NOT CARE PAST

  12. ENDING CARE-CAREER, BECOME „JUST” YOUNG PERSON/ADULT

  13. ENDING CARE-CAREER, BECOME „JUST” YOUNG PERSON/ADULT

  14. SUPPORT SEEKING BASED ON IN-CARE PAST

  15. Some support is needed to all… • Concept of independence carries expectations of autonomy, self-reliance and obligation… but this set of beliefs and expectations may not be helpful in term of assisting care leavers (Horrocks, 2002.) - particularily for those who are still focused on education rather then adult life in general? • Ending care-career for some is not possible but for others will come with time or with some life-changes… - butis it ending or integration needed? • IDENTITY OF STUDENTS IS „ATTACHED” TO IN-CARE EXPERIENCES in three ways:

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