Foster Placement, Ethnic Minority, and Dis/ability: Intersectional Formative Childhood Experiences

Abstract

Higher education notices the need to support minorities and students with dis/abilities and may have additional programs to support their student populations, but students with a history of foster care are largely invisible in higher education. Using prismatic phenomenology, this study seeks to create a platform for the voices of adults in higher education who experienced the intersection of foster placement, ethnic minority, and dis/ability as children. This chapter focuses on the life story of one young woman. The goal of identifying these formative childhood experiences is to better understand how to respond to the inequities experienced as well as develop equitable practices to support students, whether in the higher educational classroom, in the preservice teacher classroom, or in K-12 educational arena.

Citation

Maghzi, K.S. and Fisher, M.E. (2021), "Foster Placement, Ethnic Minority, and Dis/ability: Intersectional Formative Childhood Experiences", Lalas, J.W. and Strikwerda, H.L. (Ed.) Minding the Marginalized Students Through Inclusion, Justice, and Hope (International Perspectives on Inclusive Education, Vol. 16), Emerald Publishing Limited, Leeds, pp. 155-172. https://doi.org/10.1108/S1479-363620210000016009