Living Doubled-Up: Influence of Residential Environment on Educational Participation

Autor/in	Hallett, Ronald E.
Titel	Living Doubled-Up: Influence of Residential Environment on Educational Participation
Quelle	In: Education and Urban Society, 44 (2012) 4, S.371-391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124510392778
Schlagwörter	Homeless People; Disadvantaged Environment; Disadvantaged Youth; Place of Residence; Content Analysis; Observation; Interviews; Heads of Households; Family Influence; Student Participation; Learner Engagement; Access to Education; Resilience (Psychology); Barriers; Family Size; Achievement Need; Social Indicators; Adolescent Attitudes; California + Suchen Sie Ihr Suchwort? Homeless person; Homeless persons; Obdachloser; Benachteiligter Jugendlicher; Wohnort; Inhaltsanalyse; Beobachtung; Interviewing; Interviewtechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Familiengröße; Social indicator; Sozialer Indikator; Kalifornien
Abstract	Homeless youth face many barriers that limit success in the educational process. Subgroups of homeless youth frequently experience the educational process differently depending upon their residential context. Recent years witness the federal government's expanding the definition of homelessness to include youth living doubled-up. This residential formation involves multiple families forced to live together as a result of economic crises. Although the largest subgroup of the homeless youth population, they are the least studied. This 7-month multiple case study of 4 adolescents living in Los Angeles uses data gathered from interviews, observations, and document analysis to explore how this residential context shapes educational participation. In particular, the division of labor and presence of a head of household influence how youth participated in school. Findings suggest (a) families have multiple ways of arranging doubled-up residences, and (b) how the families structure the doubled-up residences influences educational participation. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10