Students with experience in foster care (SEFC) are an often overlooked student subgroup within the first-generation student population in higher education. The lack of attention on SEFC as a marginalized group in need of specialized support and guidance in higher education is the impetus for this study. In order to address this gap, the Texas Education Code (TEC) Section 51.9356 mandated all 2-year and 4-year state institutions in Texas accepting the tuition and fee waiver to have at least one university representative act as a foster care liaison. However, no guidelines were provided for what this role should include. Based on a pragmatic, problem-driven content analysis of documents from other states with similar roles, this study provides a theoretical rational and conceptual framework for foster care liaisons in higher education, including liaison expectations, training, and evaluation. The study concludes by examining future directions for practice, policy, and scholarship related to training and evaluating foster care liaisons in order to better support SEFC in higher education, and examines the role that social work can play in this process.

有寄养经验的学生 (SEFC) 是高等教育第一代学生群体中经常被忽视的学生群体。缺乏对 SEFC 作为需要高等教育专业支持和指导的边缘化群体的关注是本研究的推动力。为了解决这一差距，德克萨斯州教育法 (TEC) 第 51.9356 条规定，德克萨斯州所有接受学杂费减免的 2 年制和 4 年制州立机构必须至少有一名大学代表担任寄养联络人。但是，没有提供有关此角色应包括哪些内容的指南。基于对其他州具有类似作用的文件进行务实的、问题驱动的内容分析，本研究为高等教育中的寄养联络提供了一个理论理性和概念框架，包括联络期望、培训和评估。该研究最后审查了与培训和评估寄养联络员相关的实践、政策和奖学金的未来方向，以便更好地支持高等教育中的 SEFC，并审查了社会工作在这一过程中可以发挥的作用。