Webinar archive

See our YouTube page for recordings of our Webinars. 

We will continue to post the most recent Power Point presentations here, but all video recordings will be posted to the YouTube page.

April 6th, 2022

Dr. Judy Havlicek (University of Illinois Urbana-Champaign), Dr. Amy Dworsky (Chapin Hall at University of Chicago), and Elissa Gitlow (Chapin Hall at University of Chicago).

We undertook a mixed-methods study to learn more about the experiences of Illinois community college students who are or were in foster care. Our findings suggest that despite significant federal and state investments in programs that aim to promote postsecondary educational attainment among this population, students who are or were in foster care are not receiving the supports they need to succeed in school from either child welfare or education systems.

April 6th, 2022

Delrisha White (Founder and Principal Consultant of Equity Erudition: Anti-Racism Education)

 This presentation will discuss findings from focus groups conducted with campus support program (CSP) administrators and CSP students from two- and four-year colleges in California during the Covid-19 pandemic. Presenters will describe challenges faced by both administrators/CSPs and students as well as some lessons learned for going forward.

March 8th, 2022

Drs. Kizzy Lopez (Fresno Pacific University), Jennifer Geiger (University of Illinois at Chicago), Nathanael Okpych (University of Connecticut), and Sara Gamez (California State Polytechnic University - Pomona)

February 22nd, 2022

Alexis and Justin Black

This presentation discusses strategies and techniques developed by foster care alumni, Justin and Alexis Black, as they combined the information they’ve learned from healthy foster parents, counselors, advocates, and ultimately their lived experience. By sharing their personal story of overcoming, they discuss the role of a foster parent and advocate as well as the necessary resources to surround themselves with in order to be a positive partner in the lives of the youth themselves. Our goal is to help advocates understand that fostering is a collaborative process for both the youth and the parent. We highlight the components of that relationship as well as the aspect of the community that needs to be formed in a healthy and loving environment” within the context of higher education.

February 9th, 2022

Dr. Angelique Day (University of Washington)

One of the ways to maximize our research impact is to ensure we are asking and answering the right questions- specifically those that can support our fields most prominent policy advocates, many of which are foster care alumni with lived experience, in gathering the evidence they need to work with elected officials to move the national federal transition age youth policy agenda forward.  This presentation will include information on the key concepts being discussed in the advocacy community and will identify key research questions that advocates need researchers support to answer. 

November 9th, 2021

Dr. Kerri Kearney (Oklahoma State University), Drs. Angelique Day (University of Washington), Dr. Amy Salazar (Washington State University Vancouver)

This meeting will have two parts. First, in a presentation entitled “The State of Research: College Bound Students with Histories in Foster Care,” Dr. Kerri Kearney (Oklahoma State University) will provide an overview of the most recent research from the National Research for Engaged Scholarship on Hidden Populations. This national research conference focuses on college-bound individuals who have histories in foster or out-of-home care and other students who are motivated to remain anonymous on college campuses, typically because of concerns about negative social judgements about their past experiences. We will also discuss the current status of research in this area, where the field appears to be going, opportunities to engage in the community of research, and other topics of interest to participants. The second half of the webinar will be dedicated to the annual NRC-FAHE business meeting, where Drs. Angelique Day (University of Washington) and Amy Salazar (Washington State University Vancouver) will provide updates on membership activities and gather feedback from members for future planning.

October 13th, 2021

Dr. Denicia Carlay, EdD, LCSW, PPSC (Alameda County Social Services Agency) and Dr. Lauren Ford, EdD (San Mateo Community College District)

This presentation will begin with a brief historical overview of the intersections of social work, psychology, critical theory and education.  This historical overview will also tie in the impact that traditional practices have had in creating disparities for system impacted students.  We will discuss the shift in recent years to embrace trauma informed practices that recognize and inform the ways in which social workers and educators engage with young people experiencing trauma, and acknowledge its insufficiencies in promoting real change in the lives of system impacted students that unintentionally have led to deficit based mindsets towards groups who have been marginalized in not being able to see them beyond the traumatic experiences they have faced.  Our presentation, therefore, will focus on a shift towards the necessary healing centered engagement that uplifts “what else is true” about young people experiencing chronic stress, within a culturally grounded and asset-based framework. The presentation will end with critical inquiry around what healing centered practices might look like within larger systems – such as the community college arena.

September 23rd, 2021

Dr. Regina Gavin Williams (North Carolina Central University School of Education)

Little is known about foster care adolescents’ readiness to engage in post-secondary education, their developmental needs during their college transition, and ways professionals can offer assistance (Unrau et al., 2012). A 10-week college and career readiness intervention program entitled, Students That Are Reaching Success (S.T.A.R.S.), was conducted for a study that addressed individual participants’ college and career readiness self-efficacy. S.T.A.R.S. was designed to prepare participants for post-secondary education options and career decision-making post-high school. The results of this study and its implications for both counseling and higher education professionals and researchers working with adolescents aging-out of foster care will be shared.