Date of Conferral

2023

Degree

Ph.D.

School

Human Services

Advisor

Barbara Benoliel

Abstract

Prior research indicated there is an ongoing social issue in the United States for young single mothers with foster care experiences and their children. This group of women face poor economic and parenting outcomes without assistance from government resources in the form of effective parenting programs. Yet programming lags and there are ongoing assumptions about young mothers' in foster care parenting skills and abilities. The purpose of this qualitative multiple-case study was to better understand the development of parenting skills among a selected group of African American adult young mothers who transitioned from foster care to independence and motherhood between the ages of 15 and 20. The theoretical frameworks for this study were Schlossberg’s transition theory and Mowder’s parent development theory, which explain that the parenting role is developed through parents’ exposure to social roles over time. Purposive snowball sampling methods were used to select four participants. Data were collected in online phone and Zoom audio-recorded interviews. A cross-case analysis of the data resulted in the uncovering of three themes: a) the missing preparation for the parent role, b) challenges of self-efficacy and self-esteem in the parent role, and, c) the value of family of origin and foster family resources and support during the new parenting process. The study may contribute to positive social change by increasing human services providers’ awareness of young mothers’ parenting experiences and challenges while in and when leaving foster care, and their adjusting to independence and motherhood.

Download

Share

 
COinS