Studying and Addressing Homelessness in Urban Communities

Milner, IV H. Richard

doi:10.1177/0042085913517735

Cited by 4 publications

(4 citation statements)

References 6 publications

(9 reference statements)

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“…Gaining better insight into the extent to which homeless students perform differentially across schools is central to the identification of additional policy and intervention levers, particularly given the recent growth of this population. Moreover, it aligns with recent calls to balance student-and family-centered analyses of homeless children with those that consider school organizational, community, and structural factors (Ellis & Geller, 2014;Miller, 2011a;Miller & Schreiber, 2012;Milner, 2014). Balanced analyses avoid tendencies to frame homelessness as a problem located exclusively within families (de Bradley, 2015;Milner, 2014).…”

mentioning

confidence: 57%

“…Numerous scholars call for broader ecological accounts of the educational experiences of homeless students (de Bradley, 2015;Ellis & Geller, 2014;Miller, 2011a;Miller & Bourgeois, 2013;Milner, 2014). To date, such accounts consider the influence of economic and housing dynamics on child and family outcomes and collaborative relationships between school staff and community service providers.…”

Section: Calls For Contextually Grounded Research On the Academic Permentioning

confidence: 99%

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School Correlates of Academic Behaviors and Performance Among McKinney–Vento Identified Youth

Stone

Uretsky

2015

Urban Education

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We utilized a pooled sample of elementary, middle, and high school–aged children identified as homeless via definitions set forth by McKinney–Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state standardized achievement tests ( N = 2,618 students in 111 schools). Results of multi-level models indicated that school factors, including school truancy and average school reading and mathematics proficiency rates, contributed to individual student outcomes. Students identified as English language learners or receiving special education services performed relatively more poorly than peers across outcomes considered.

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mentioning

confidence: 57%

Section: Calls For Contextually Grounded Research On the Academic Permentioning

confidence: 99%

School Correlates of Academic Behaviors and Performance Among McKinney–Vento Identified Youth

Stone

Uretsky

2015

Urban Education

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“…While research has started to acknowledge the diverse living conditions of students experiencing homelessness across residential, regional, and family contexts (Deck 2017;Hallett, Skrla, and Low 2015;Low, Hallett, and Mo 2016;Pavlakis 2018), literature on the intersections of race and student homelessness remains sparse (Aviles de Bradley 2015a, 2015bMilner 2014;Pavlakis 2018). Carrasco (2019) laments that students of color make up three-quarters of the homeless population but " … scholars have seldom afforded them specific and direct attention" (57).…”

Section: Race and Homelessnessmentioning

confidence: 99%

Young, Black, successful, and homeless: examining the unique academic challenges of Black students who experienced homelessness

Edwards

2020

Journal of Children and Poverty

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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.

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“…Research shows that two factors contributing to the educational debt (Ladson-Billings, 2006) accruing against youth impacted by homelessness are educational policy gaps and expectation and empathy gaps. However, while literature has highlighted the structural barriers impeding upon the academic success of youth impacted by homelessness (Ingram et al, 2017; Masten et al, 1997; Murphy, 2011), research examining youth who are graduating high school despite experiencing homelessness remains scant (Milner, 2014). The homeless crisis in urban centers across the country makes it imperative that teachers, principals, educational policy makers, and community-based organizations learn and implement effective practices for improving high school graduation among urban students impacted by homelessness.…”

Section: Introductionmentioning

confidence: 99%

Hidden Success: Learning From the Counternarratives of High School Graduates Impacted by Student Homelessness

Edwards

2019

Urban Education

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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.

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Studying and Addressing Homelessness in Urban Communities

Cited by 4 publications

References 6 publications

School Correlates of Academic Behaviors and Performance Among McKinney–Vento Identified Youth

School Correlates of Academic Behaviors and Performance Among McKinney–Vento Identified Youth

Young, Black, successful, and homeless: examining the unique academic challenges of Black students who experienced homelessness

Hidden Success: Learning From the Counternarratives of High School Graduates Impacted by Student Homelessness

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