Murray State Theses and Dissertations

Abstract

Abstract

This study examined the long-term effects of the foster care system on youth, with particular focus on how early life experiences shape developmental trajectories into adulthood. Findings indicated that involvement in the foster care system significantly influences socioemotional, psychological, and life outcomes that persist across the youth life span. Understanding these enduring effects is essential for recognizing how early disruptions and transitions impact later adult functioning. Guided by life course theory, this study explored how the timing of foster care experiences, critical life transitions, and environmental contexts collectively influence individual development over time. Emphasis was on how entry and movement within the foster care system represent key turning points that shape life trajectories, particularly during formative development periods. The study considered how accumulated experiences within the system contribute to long-term patterns in relationships, mental health, and socioeconomic outcomes. A mixed-methods approach was employed to provide a comprehensive analysis of these effects on the formation and lived experiences of foster care alumni. The quantitative component employed meta-analysis to synthesize findings across independent studies and to quantify effect sizes associated with long-term outcomes, including relational stability, psychological well-being, and economic self-sufficiency. Therefore, by integrating qualitative and quantitative findings, this study provided a multidimensional understanding of how foster care experiences influence life trajectories over time. The results contribute to the application of Life Course Theory to child welfare research and are intended to inform policy and practice for improving long-term outcomes and supporting successful transitions into adulthood for foster care alumni.

Keywords: foster care, foster care alumni, adulthood, mental health, social-emotional outcomes, Life Course Theory

Year manuscript completed

2026

Year degree awarded

2026

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Brian Bourke

Committee Member

Katy Hancock

Committee Member

Anne Mungai

Document Type

Dissertation

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