![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This narrative study is based on stories told by African American adolescents experiencing homelessness. It offers insights into their lived experiences and describes the challenges faced in negotiating the urban education system. African American youth are disproportionately represented in the adolescent homeless demographic. “Unheard and unseen” in the dominant narrative, the needs of this population often go unmet. The educational and social service systems frequently place barriers, and blame, that impede the academic achievement of these youth. The dominant narrative is often viewed from the perspective of “what is wrong with ‘those’ kids?” This research shifts the perspective to “what is occurring within the larger system?”
References
|
Atkinson, A. B. (1983). The economics of inequality. New York, NY: Oxford University Press. Google Scholar | |
|
Aviles, de, Bradley, A. M. (2008). Educational rights of homeless children and youth: Legal and community advocacy. American Educational History Journal, 35, 261-277. Google Scholar | |
|
Aviles, de, Bradley, A. M. (2011). Unaccompanied homeless youth: Intersections of homelessness, school experiences, and educational policy. Child & Youth Services, 32, 155-172. Google Scholar | Crossref | |
|
Barton, P. E. (2004). Why does the gap persist? Educational Leadership, 62, 8-13. Google Scholar | ISI | |
|
Bassuk, E., Murphy, C., Coupe, N. T., Kenney, R. R., Beach, C. A. (2011). America’s youngest outcasts: 2010. Needham, MA: The National Center on Family Homelessness. Google Scholar | |
|
Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. New York, NY: Basic Books. Google Scholar | |
|
Bowman, D., Dukes, C., Moore, J. (2012). Summary on the state of research on the relationship between homelessness and academic achievement among school-aged children and youth. Washington, DC: National Center for Homeless Education. Retrieved from http://nchespp.serve.org/profile/National Google Scholar | |
|
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press. Google Scholar | |
|
DeCuir, J. T., Dixson, A. D. (2004). So when it comes out, they aren’t that surprised that it is there: Using Critical Race Theory as a tool of analysis of race and racism in education. Educational Researcher, 33, 26-31. Google Scholar | SAGE Journals | |
|
Delgado, R., Stefancic, J. (2001). Critical Race Theory: An introduction. New York: New York University Press. Google Scholar | |
|
Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press. Google Scholar | |
|
Dixson, A. D., Rosseau, C. K. (2005). And we are still not saved: Critical Race Theory in education ten years later. Race, Ethnicity, and Education, 8, 7-27. Google Scholar | Crossref | |
|
Ellis, A. L. (2012). Unseen and Unheard: A narrative study of African American adolescents experiencing homelessness (Doctoral dissertation). Retrieved from Proquest. (3535953) Google Scholar | |
|
Hagan, J., McCarthy, B. (2005, April). Homeless youth and the perilous passage to adulthood (Policy Brief). Philadelphia: University of Pennsylvania, MacArthur Foundation Research Network on Transitions to Adulthood and Public Policy. Google Scholar | |
|
Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106, 1707-1791. Google Scholar | Crossref | ISI | |
|
Hickler, B., Auerswald, C. L. (2009). The worlds of homeless White and African American youth in San Francisco, California: A cultural epidemiological comparison. Social Science & Medicine, 68, 824-831. Google Scholar | Crossref | Medline | ISI | |
|
Huntington, N., Buckner, J. C., Bassuk, E. L. (2008). Adaptation in homeless children: An empirical examination using cluster analysis. American Behavioral Scientist, 51, 737-755. Google Scholar | SAGE Journals | ISI | |
|
Kidd, S. (2007). Youth homelessness and social stigma. Journal of Youth and Adolescence, 36, 291-299. Google Scholar | Crossref | Medline | ISI | |
|
Kozol, J. (1991). Savage inequalities. New York, NY: Crown. Google Scholar | |
|
Kozol, J. (2005). The shame of the nation. New York, NY: Three Rivers Press. Google Scholar | |
|
Ladson-Billings, G. (1999). Just what is Critical Race Theory and what’s it doing in a nice field like education? Qualitative Studies in Education, 11, 7-24. Google Scholar | Crossref | |
|
Ladson-Billings, G., Tate, W. F.. (1995). Toward a Critical Race Theory of education. Teacher’s College Record, 97(1), 47-68. Google Scholar | ISI | |
|
Mawhinney-Rhoades, L., Stahler, G. (2006). Educational policy and reform for homeless students. Education and Urban Society, 38, 288-306. Google Scholar | SAGE Journals | ISI | |
|
McKinney-Vento Act, Pub. L. 100−77, 101 Stat. 525, 42 U.S.C. § 11431 Part C SEC 721 (
2001). Google Scholar | |
|
Milner, H. R. (2013). Analyzing poverty, learning, and teaching through a Critical Race Theory lens. Review of Research in Education, 37(1), 1-53. Google Scholar | SAGE Journals | ISI | |
|
National Association for the Education of Homeless Children and Youth . (2013). History. Retrieved from http://naehcy.org/about-naehcy/history Google Scholar | |
|
No Child Left Behind Act, Pub. L. 107−110, 115 Stat . 1425 (2002). Google Scholar | |
|
Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage. Google Scholar | |
|
Saldaña, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage. Google Scholar | |
|
Scully, S. L. (Producer). (2010, September). Presidential briefing on education. Washington, D.C.: C-SPAN. Google Scholar | |
|
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday. Google Scholar | |
|
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., Kleiner, A. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York, NY: Currency Book. Google Scholar | |
|
Stewart B. McKinney Homeless Assistance Act, Pub. L. 100−77, 101 Stat. 525, 42 U.S.C. § 11431−35 (1987). Google Scholar | |
|
Taylor, E. (2006). A critical race analysis of the achievement gap in the United States: Politics, reality, and hope. Leadership and Policy in Schools, 5, 71-87. Google Scholar | Crossref | |
|
The Elementary and Secondary Education Act, Pub. L 89-10, 79 Stat. 27 (1965, 2002). Google Scholar | |
|
Tierney, W. G., Hallett, R. E. (2012). Homeless youth and educational policy: A case study of urban youth in a metropolitan area. Advances in Education in Diverse Communities, 8, 49-78. doi:10.1108/S1479-358X(2012)0000008008 Google Scholar | Crossref | |
|
U.S. Census Bureau . (2010). U.S. Census Report. Washington, DC: U.S. Department of Commerce. Google Scholar | |
|
U.S. Census Bureau . (2012, December). American Community Survey. Washington, DC: U.S. Department of Commerce. Available from http://factfinder2.census.gov Google Scholar | |
|
Yosso, T. (2005). Whose culture has capital? A Critical Race Theory discussion of community cultural wealth. Race Ethnicity and Education, 8, 69-91. Google Scholar | Crossref |
Author Biographies
Addie Lucille Ellis, EdD, is the Chief Operation Officer for The Koci™ Group, a leadership and management consultancy headquartered in Sacramento, CA, and a professor at St. Mary's College of California. She is a scholar–practitioner on issues of youth poverty, homelessness, and systems theory. Her passion is increasing awareness of and finding solutions for the needs of marginalized populations.
Kathy D. Geller, PhD, is a faculty member in the Doctorate in Educational Leadership and Management at Drexel University, Sacramento Graduate Center. Bringing breadth and depth as a scholar–practitioner in leadership, human resource development, and adult learning, she works closely with doctoral students in the design and completion of their research. She enjoys teaching leadership and research courses designed on principles of “communities of practice” and “transformative learning.”
