Families' Experiences in Different Homeless and Highly Mobile Settings: Implications for School and Community Practice

Autor/in	Miller, Peter M.
Titel	Families' Experiences in Different Homeless and Highly Mobile Settings: Implications for School and Community Practice
Quelle	In: Education and Urban Society, 47 (2015) 1, S.3-32 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512469814
Schlagwörter	Homeless People; Family Characteristics; Mixed Methods Research; Social Networks; Aspiration; Social Theories; Student Mobility; Poverty; Parents; Parent Attitudes; Social Capital; Surveys; Focus Groups; Mothers; Public Schools; Emergency Shelters; Social Services; School Personnel; Attitude Measures; Likert Scales; Place of Residence; Urban Areas + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; Social network; Soziales Netzwerk; Streben; Gesellschaftstheorie; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Armut; Eltern; Elternverhalten; Sozialkapital; Survey; Umfrage; Befragung; Mother; Mutter; Public school; Öffentliche Schule; Notunterkunft; Social service; Soziale Dienstleistung; Soziale Dienste; Schulpersonal; Likert-Skala; Wohnort; Urban area; Stadtregion
Abstract	Family homelessness has been on the rise throughout the United States in recent years. As a result, more schools and communities than ever are challenged to serve students whose lives are touched by instability, uncertainty, and crisis. To date, there has been little inquiry into how families' particular places of homelessness might shape school and community action. Accordingly, this mixed-methods study examined how their experiences in different settings were associated with their social network-related aspirations and outcomes. With insights from social network theory, the findings suggested that although most families opted to double up with others before entering residential shelters or agencies, there were few positive social and educational opportunities in these places. Families' networks were more heterogeneous and resource-rich in long-term residential agencies. Given the considerable variance in families' experiences with homelessness and residential instability, it is suggested that schools and community agencies develop differentiated models of practice that address students' place-specific needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10