Date of Award

4-4-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Administration and Supervision

First Advisor

Dr. Jeanne Surface

Abstract

Children in state care face numerous challenges, particularly when it comes to equitable access to education. Many of the issues affecting this access are beyond the youths' control and stem from the communication among various child welfare stakeholders. This qualitative ethnographic study examines the communication patterns between key environments, including the home, school, and broader child welfare community, to identify strengths and gaps in these communication patterns. By exploring the forms of communication, the frequency of interactions, and the duration of each occurrence, the study aims to better understand the dynamics among different stakeholders regarding educational decisions made for youth in out-of-home placements. Recognizing these current patterns allows us to determine how to establish new communication strategies that better serve this vulnerable student population. Additionally, the study analyzes these roles through the lens of Bronfenbrenner's Ecological Systems Theory, which clarifies the complex dynamics among various roles and their respective responsibilities. The findings suggest that advocacy groups, volunteer stakeholders, and cross-functional roles are crucial for enhancing educational access for youth in care, as these individuals can provide additional support and expertise to advocate for this student population. Furthermore, there is a significant need for training in the home, school, and child welfare settings, alongside appropriate staffing and the development of communication policies tailored for each role. These improvements are essential for child welfare stakeholders to enhance educational outcomes for youth in care.

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