A Critical Analysis of the Research on Student Homelessness

Autor/in	Miller, Peter M.
Titel	A Critical Analysis of the Research on Student Homelessness
Quelle	In: Review of Educational Research, 81 (2011) 3, S.308-337 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654311415120
Schlagwörter	Homeless People; Criticism; Student Rights; Educational Experience; Economic Factors; School Districts; Public Policy; Low Income; Social Isolation; Federal Legislation; Networks + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; Kritik; Bildungserfahrung; Ökonomischer Faktor; School district; Schulbezirk; Öffentliche Ordnung; Niedriglohn; Soziale Isolation; Bundesrecht
Abstract	Since the onset of the economic recession, rates of student homelessness have increased rapidly in urban, suburban, and rural school districts throughout the United States. Despite the widespread urgency of the issue, there is a lack of general coherence in the research about how diverse conditions of homelessness affect students and how schools and communities can best serve them. This literature review attempts to deepen scholars' understandings of such matters by examining (a) homeless students' school experience in comparison to that of other students, (b) federal policy's shaping of homeless students' rights and opportunities, and (c) homeless students' key support mechanisms. The author suggests that these three focus areas provide foundational insights into the nature and extent of students' opportunities to succeed in school. Although homeless students' experiences are noted to be similar to those of residentially stable low-income students, they appeared to be distinguishable based on their high rates of isolation and school mobility. The McKinney-Vento Homeless Assistance Act was found to have profound formative influences on the wider field of practice, but its full implementation is limited by the disconnected nature of students' diverse support mechanisms. Based on the findings, the author suggests that researchers and practitioners consider the people, places, and policies that affect students in more holistic manners--as networks of practice. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10