Literaturnachweis - Detailanzeige
| Autor/in | Ashton, Valerie A. |
|---|---|
| Titel | An Exploration of How Organizational Leaders Perceive Policy on the Academic Achievement of Homeless Youth in the Mid-Atlantic Region: A Qualitative Inquiry |
| Quelle | (2022), (266 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Maryland Eastern Shore |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-0251-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Youth; Homeless People; Academic Achievement; Leaders; Organizations (Groups); Policy; Children; Attitudes; Leadership Role; Policy Formation; Achievement Gap |
| Abstract | Child and youth homelessness is a complex topic area for researchers. There are many facets to the homelessness phenomenon, especially among children and youth. Yet, over the past decade, this topic area has created a research and practicum platform for researchers and actors and followers who are passionate and interested in exploring this social justice concern which has now elevated to a national crisis. Leaders are still trying to understand the laws and policies that exist and the unfavorable education outcomes that have occurred for children and youth experiencing homelessness today. The issue of leadership and accountability regarding policy becomes important. When all these factors are addressed collectively by organizational leaders, homeless children and youth should have the opportunity to reach academic success and achieve their dreams. However, practices of policy have changed over the past 30- years. According to the literature reviewed, federal policies for state and local organizational leaders of federal programs and homeless youth serving agencies have indicated, the leaders are responsible for policies for homeless children and youth which are aimed to improve their academic success. Minimal empirical research has focused beyond previous findings on the existing policy concerns of leadership and a lesser focus in the research on the role and responsibility of organizational leaders, and the policy decision-making for developing and implementing policies beyond the federal policies for youth homelessness. In order to address this gap of knowledge, the purpose of this study explored how organizational leaders perceive policy on the academic achievement of homeless youth. From a conceptual lens of Situational Leadership (SL), this study discovered how leaders perceived their role with the responsibility of homeless policy and academic achievement of homeless youth in their organization. Driven by the strengths of this leadership approach, Situational Leadership in this study, was revealed as the main leadership approach of leaders, in their agencies and organizations, who are accountable for homeless policies on academic achievement. A qualitative methodology using interviews as the primary tradition was employed for gathering in-depth responses from 16 organizational leaders of homeless serving agencies and organizations in the Mid-Atlantic region. A purposeful sampling technique was used to recruit and select participants. Semi-structured interviews were conducted using a virtual platform for data collection. Interviews were recorded and transcribed. Content Hand Analysis, involving a systemic coding system, was utilized to determine the concepts and themes that were generated. The themes were synthesized to answer the three subsidiary questions and the overarching research question posited in this study. The leader perceptions of policy among state and local organizational leaders, revealed that leaders, with this responsibility, have an extensive awareness of federal and state laws and policies that govern youth homelessness. Their agencies or organizations rely on their leadership capabilities to address homeless policies. Moreover, their leadership approach appeared to depend upon the situation they were faced, the competencies of the staff they supervised to carry-out the work, and the relationships these leaders had with higher officials within their organizations. Secondly, cross-collaboration was a prominent theme throughout the data collection and shown to be essential to education equality and academic excellence among homeless youth. Although, partnerships among leaders who are equally accountable to youth homeless policies, did not appear to exists among these program leaders for addressing the academic achievement disparity between homeless youth and their non-homeless peers. A finding from the results revealed there were no additional homeless policies developed which focused on academic achievement beyond the McKinney-Vento federal policy, at the leaders' state or local government entities. The themes that prevailed from this study were inconsistent with the leaders' perceptions of what should be done, what is working, and practices that exists, not just within schools but among other homeless serving organizations. In conclusion, this study had hope to empirically discover the existence of a proactive leadership approach towards the development, revision and implementation of policies, beyond the federal policies, that would lead favorably to addressing the academic achievement disparity between homeless youth and their non-homeless peers. According to this study, as explored in the Mid-Atlantic region of the U.S., approaches to policy decision-making, which are intentional to address the challenges and barriers to educational success, remain a major concern and recommendations for further research are suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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