To tell or not to tell: Understanding the self-disclosure attitudes and experiences of collegians with foster care backgrounds

Through no fault of their own, youth who receive foster care services may face implicit bias based on societal perceptions of their family backgrounds (Kools, 1997; Rogers, 2017; Watt et al., 2013). For youth transitioning from foster care to college, the idea of being recognized as a “normal” college student can incite extreme secrecy about their foster care background. Thus, many collegians with foster care experience (CFCE) may likely choose to conceal their foster identity to avoid stigmatization on campus (Miller et al., 2017; Watt et al., 2013). This qualitative study employs a phenomenological approach to examine the self-disclosure attitudes and experiences of collegians with foster care backgrounds in a higher education context. Utilizing Ajzen's (1991) theory of planned behavior as a conceptual framework, factors that influence self-disclosure were examined and identified to better understand salient reasons as to why (and how) collegians choose to self-disclose (or not self-disclose) their foster identity to professionals and peers on campus. Study participants included 16 currently enrolled undergraduate college students with foster care experience, ages 18-26. Data were collected through in-depth, individual, semi-structured interviews and supplemental demographic information gathered through an online survey. Six major themes emerged through thematic analysis: (a) perceptions about youth in care, (b) self-disclosure benefits and risks, (c) self-disclosure attitudes and methods, (d) comfort with self-disclosing to campus professionals, (e) self-disclosure as a transactional exchange with campus professionals, and (f) self-disclosure as a relational exchange with peers. Results indicated that collegians self-disclosure decisions and behaviors were profoundly affected by their self-perceptions and attitudes about their foster identity and extant social perceptions and stigmas associated with the foster care system. Furthermore, this study revealed that collegian's self-disclosure to postsecondary professionals was perceived as being transactional in nature. Thus, the likelihood of self-disclosure was greater when communicating with campus professionals since staff and faculty can presumably provide essential resources in exchange for students' personal information. In contrast, self-disclosure among peers was determined based on certain relational qualities and behaviors that indicated it was safe or appropriate to reveal one's foster identity on campus. Implications suggest the necessity of examining postsecondary policies, professional practices and programming to reconsider traditional approaches that exclude or overlook college students with foster care experience. Further considerations are needed to identify ways to increase collegians with foster care experience visibility on campus in a manner that supports their academic and social development without increasing vulnerabilities to stigmatization or negatively impacting their privacy.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2023

Author dc:creator

• Brown, Chequita S

Contributors dc:contributor

• Ward Hood, Denice
• Dyson, Anne H
• Zamani-Gallaher, Eboni M
• Houston, Doris

• Youth In Care
• Self-disclosure
• Foster Identity
• Foster Care Alumni
• Postsecondary
• Theory Of Planned Behavior
• Stigmatization
• Phenomenology

Statement dc:rights

• Copyright 2023 Chequita Brown

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/120493

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F120493