Presenter(s): Lily Ritchie
Faculty Mentor(s): CJ Pascoe
Poster 104
Session: Social Sciences & Humanities
Educational institutions are increasingly improving in supporting students experiencing homelessness. With the installment of the McKinney-Vento Act (1987), schools are able to provide resources and transportation needs to families and youth without a permanent address. However, barriers still remain. The question guiding this sociological research is as follows: how does a youth’s living situation, specifically youth experiencing homelessness, impact their ability to both have access to educational resources and successfully navigate educational institutions? Using qualitative methods, this research explores the differing perspectives of three populations to uncover the implications that living situations have on access to and success in educational settings for homeless families and youth. The three populations interviewed include educators, families and former students that have or are experiencing homelessness, and social workers. Results show that while families experiencing homelessness are supported by schools upon identification, homeless youth who are not identified by educational institutions receive no support. The current educational system relies upon families and students to self identify their homeless condition, which is problematic for those who are hesitant or unable to step forward. Furthermore, data suggests that unless educators are passionate in supporting homeless youth at an administrative level, students do not receive adequate resources to succeed in educational settings. This research suggests, then, that implementing clear standards for administrators to follow as well as the training of properly identifying youth as homeless to receive support is necessary in order for educational institutions to be a source of security and equality for all students.