Youth homelessness is a growing crisis impacting urban high schools across the United States. Black youth, in particular, are disproportionately affected. While the McKinney-Vento Homeless Assistance Act is designed to provide educational access to students experiencing homelessness, the extent to which the policy supports Black students is unclear. This qualitative study uses structural racism as an analytic framework to examine the narratives of eight Black youth who successfully graduated high school while experiencing homelessness. Findings show that being Black and experiencing homelessness creates unique challenges for accessing resources under the McKinney-Vento Homeless Assistance Act. Participants identified hostile racial climates at school as a common deterrent from disclosing their homeless status to adults at school, thereby restricting their access to federal support. The findings suggest the need for race-conscious language and interventions to be included in the McKinney-Vento Homeless Assistance Act. Additionally, the author urges more researchers studying youth homelessness to use a critical racial lens to address the racial knowledge gap that exists in the current literature on student homelessness.

SummaryDue to restrictions on personnel availability, the service capacity at a health facility may vary day to day based on an established schedule. This temporal variability influences a user's choice set, modifying their possible choices. As a result, the spatial accessibility of public health care may be constantly reshaped rather than being a relatively static experience as commonly represented in place‐based spatial accessibility literature. Building on the latest advances in the two‐step floating catchment method, this study presents further advancements through the inclusion of health facility schedules to better represent health care availability in the assessment of accessibility. The results show that the proposed method reveals communities with relatively poor accessibility that are hidden with many existing methods. By exposing the available care within time windows, a more accurate picture of the services available to be accessed is revealed. The findings suggest that improvement in the number of doctor hours at health facilities may reduce the disparities found in accessibility scores for communities. Further, in public health care systems similarly structured, the spatial configuration of facilities with doctors can be considered at the administrative level to ensure adequate levels of access across the jurisdiction.

The number of youth experiencing homelessness in the United States has nearly doubled over the past decade from 688,000 in 2006 to over 1.3 million as of 2017. While graduating high school is a significant barrier for many students experiencing homelessness, many youth are able to successfully graduate despite their unstable living conditions. This qualitative study used the antideficit achievement framework to analyze the counternarratives of eight youth who successfully graduated high school while experiencing homelessness. Findings showed that strong peer relationships, the support from caring teachers, and attending church served as impactful influences that helped youth experiencing homelessness graduate high school.

Since first becoming a major social issue in the 1980s, homelessness has been a racialized problem in the United States. Its disproportionate impact on Black Americans is primarily driven by structural racism and the limited housing and employment opportunities for Black Americans. The first major federal legislation to address the needs of the United States’ homeless population—the Stewart B. McKinney–Vento Homeless Assistance Act of 1987 omitted the root causes of Black housing instability, thereby proving ineffective at mitigating Black homelessness. As a result, Black Americans remain disproportionately impacted today. In addition to being neglected by the McKinney–Vento Homeless Assistance Act, Black men and women experiencing homelessness are more likely to be discriminated against than any other racial group. For example, Black men are more likely to be arrested than anyone else, and Black women are the most likely to experience hyper-surveillance. This paper uses the Public Identity Framework to argue that in the 1980s, advocates and opponents of homeless legislation created two contradictory public personas to shape public discourse and policies for the homeless. A colorblind public persona was used to pass the McKinney–Vento Homeless Act; meanwhile, the public persona of the “underclass” was used to criminalize and shame the homeless. Both personas operated concurrently to create a dual public identity for the homeless that influenced policy and ultimately harmed Black people.

More than 1.5 million students experienced homelessness in the 2017-18 school year, but teachers receive little guidance on how to support them. Earl Edwards provides K-12 (particularly high school) teachers with an overview of the McKinney-Vento Homeless Assistance Act and concrete recommendations for how to better support youth experiencing homelessness in their pursuit to graduate high school. The recommendations are derived from a study that analyzed the experiences of 10 youth who experienced homelessness as high school students in Los Angeles County.