Layers of Estrangement: Social-Emotional and Educational Implications of Homelessness on K-12 Students

Autor/in	Shankar-Brown, Rajni
Titel	Layers of Estrangement: Social-Emotional and Educational Implications of Homelessness on K-12 Students
Quelle	In: National Youth-At-Risk Journal, 2 (2017) 2, S.81-91, Artikel 6 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6426
Schlagwörter	Homeless People; Poverty; Social Development; Emotional Development; Elementary School Students; Secondary School Students; Urban Youth; Adolescents; Children; Public Schools; Educational Experience; Negative Attitudes; Student School Relationship; Emergency Shelters; Family Programs; Social Justice; Inclusion + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; Armut; Soziale Entwicklung; Gefühlsbildung; Sekundarschüler; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Adolescent; Adolescence; Adoleszenz; Jugendalter; Jugendlicher; Child; Kind; Kinder; Public school; Öffentliche Schule; Bildungserfahrung; Negative Fixierung; Schüler-Lehrer-Beziehung; Notunterkunft; Family program; Familienprogramm; Soziale Gerechtigkeit; Inklusion
Abstract	This qualitative case study examines and illuminates the social-emotional and educational experiences of children ages 5 to 18 residing in an urban, family emergency housing shelter located in the Southeastern region of the United States. Data were collected and triangulated through participant observations, semi-structured interviews, and document analysis. Findings revealed deep educational estrangement and adverse impacts on the social-emotional development of children and youth experiencing homelessness. The study suggests an urgent need to provide high-quality educational preparation to public school administrators and teachers working with children living in poverty and experiencing homelessness in the U.S. With persistent and rising child poverty, the author asserts that in addition to collectively working to dismantle systems of oppression that perpetuate poverty, building culturally responsive and inclusive learning environments in U.S. public schools must be a priority at national, state, and local levels. The author also shares critical research-to-practice recommendations for educators working in high-poverty schools. (As Provided).
Anmerkungen	College of Education at Georgia Southern University. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: nyarjournal@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/nyar/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01