From Policy to Practice: A Narrative Inquiry on Housing Equity Under SB 584 for Foster Care Alumni in Higher Education

From Policy to Practice: A Narrative Inquiry on Housing Equity Under SB 584 for Foster Care Alumni in Higher Education

Axiological Stance

A Priori Questions

Implications

Theoretical Frameworks

Limitations

Jenelle Bell EDG-7931- Academic Writing and Publishing Spring 2026

Methodology

Research Approach

Literature Review Summary

Narrative Inquiry

Focuses on lived experiences and personal stories Highlights student voice and emotional depth Aligns with the goal of understanding how policy translates into practice

Theoretical Frameworks

• Ecological Systems Theory (Bronfenbrenner): Students are shaped by layered environmentspersonal, institutional, and policy-level

• Social Capital Theory (Bourdieu & Coleman): Limited networks and mentorship affect access to resources and decision-making

• These frameworks help analyze how SB 584 is experienced and interpreted by foster care alumni

Ecological Systems Theory & Social Capital Theory

Purposeful sampling Variability in knowledge of SB 584 Differences in foster care histories Inconsistent institutional rollout of SB 584 Limited documentation or clarity Self‑reported narratives Social desirability bias Professional role supporting students Early implementation

Limitations

Guiding Questions

1. What are the lived experiences of 3-5 foster care alumni regarding how information on SB 584 was explained to them as it relates to their eligibility and rights?2. In what ways will 3- 5 foster care alumni perceive SB 584 effect on their emotional and academic persistence? 3. How do 3-5 foster care alumni describe the influence of SB 584 on their knowledge of the support available to remain in college? 4. What suggestions do 3- 5 foster care alumni have to enhance SB 584’s implementation at their institutions?

Implications

OPPAGA (Office of Program Policy Analysis and Government Accountability) evaluates whether Florida’s state-funded programs: Achieve intended outcomes Are implemented consistently Use resources effectively meet the needs of the populations they are designed to serve SB 584 is a newly enacted state policy intended to improve housing stability for students with foster care experience. Your study provides early evidence about: whether the policy is being implemented as intended whether students understand their rights whether institutions have clear processes whether the policy is reducing housing insecurity

Why this Study Matters

SB 584 was enacted July 1, 2025 to address housing equity for foster care alumni Foster care alumni face housing insecurity and limited support in college Students often misunderstand what the waiver covers (tuition only—not housing or meals) Inconsistent communication and implementation affect student stability and retention

Why This Study Matters

• Foster care alumni face housing insecurity and limited support in college
• SB 584 was enacted July 1, 2025 to address housing equity
• Students often misunderstand what the waiver covers (tuition only—not housing or meals)
• Inconsistent communication and implementation affect student stability and retention

Key Themes from the Literature

Housing insecurity reduces college persistence by 8–12 percentage points (Goldrick-Rab et al., 2024). Foster youth often lack awareness of their rights and available resources (Nuñez et al., 2021). Institutional communication plays a critical role in policy effectiveness (Singh, 2021). Emotional and academic persistence are tied to stability and support (Brunner, 2025).

Axioligical Stance

I ground this research in my lived experience as a first‑generation college student, navigating higher education without inherited knowledge or a roadmap. I value equity, dignity, and access to knowledge, recognizing that information gaps can determine whether a student persists or becomes lost in the system. Dr. Mary McLeod Bethune’s motto ,“Knowledge is the prime need of the hour” ,guides my belief that information is not optional; it is a form of power, protection, and liberation for underrespresented students. This motto aligns with my stance that students with foster care experience deserve clear, accessible, and timely knowledge about the policies designed to support them. I view students with foster care experience as experts of their own lives, and I center their voices as essential sources of truth about policy implementation. I commit to a trauma‑informed, student‑centered approach that honors lived experience, protects emotional safety, and challenges institutional practices that obscure or withhold critical information. My values shape how I interpret data, build relationships, and advocate for policy and practice improvements that ensure students are not navigating college in the dark.

• Setting & Participants: Florida higher education institutions; foster care alumni impacted by SB 584
• Inclusion: Students who aged out of foster care or were adopted in the State of Florida

Students currently enrolled or recently enrolled at the university

• Sample Size: 3-5
• Recruitment Proedures: Students will receieve an invitation describing the study’s purpose, eligibility criteria, and expectations for participation. Interested students will contact me directly to schedule an interview. This recruitment approach ensured privacy, minimized coercion, and allowed students to opt in voluntarily based on their comfort and interest.
• Data Collection: Narrative interviews, semi‑structured, one‑on‑one interviews lasting approximately 45–60 minutes.
• Trustworiness: member checking, reflexive journaling, and detailed documentation of analytic decisions.
• Ethical Considerations: IRB approval, Informed consent, confidentiality, trauma-informed practices.

• Data Analysis: Thematic coding, visual-textual interpretation

Next Steps: Methods and Design