UC Riverside

Using narrative inquiry this study sought to further understand the college-going experiences of Black foster youth within a racialized context. Much of the research on the foster youth community treats them as raceless. Minimal research, especially around education, explores the differential experiences and outcomes of foster youth based on race. Yet, Black foster youth face significant educational disparities in comparison to their foster youth peers of other races. Critical race theory, critical race praxis in education, and community cultural wealth were used as the theoretical framework and analytical tool in this research. Together the theoretical framework centered the lived experiences of current and former foster youth and the staff that support them. Findings reveal how staff and students subvert traditional higher education practices that are oppressive to create counter spaces.