Journal articles: 'Homeless students'

1

Kurtz, P. David. "Reclaiming Homeless Students." Children & Schools 16, no. 1 (January 1994): 7–8. http://dx.doi.org/10.1093/cs/16.1.7.

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Tobin, Kerri J. "Homeless Students and Academic Achievement." Urban Education 51, no. 2 (July 25, 2014): 197–220. http://dx.doi.org/10.1177/0042085914543116.

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Cowen, Joshua M. "Who Are the Homeless? Student Mobility and Achievement in Michigan 2010–2013." Educational Researcher 46, no. 1 (January 2017): 33–43. http://dx.doi.org/10.3102/0013189x17694165.

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This article provides provide a new, systematic profile of more than 18,000 homeless students in Michigan, utilizing rich administrative data from all test-taking students in Grades 3–9 during three academic years. These data are part of a larger study of school choice and student mobility in that state. Homelessness is a condition found disproportionately away from suburban school districts. African American and Hispanic students are more frequently homeless, and homeless students are almost universally impoverished. They are far more mobile between districts and zip codes than their non-homeless peers and are more likely to participate in interdistrict school choice and charter schools. Finally, homeless students score far lower on state math and reading tests relative to their state, district and school peers.

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Gupton, Jarrett T. "Campus of Opportunity: A Qualitative Analysis of Homeless Students in Community College." Community College Review 45, no. 3 (March 29, 2017): 190–214. http://dx.doi.org/10.1177/0091552117700475.

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Objective: Community colleges are gateways of access to higher education for many underrepresented students. One group that has received little attention in the community college research literature is homeless youth. The objective of this research is to address the following research questions: (a) What might be learned from the narratives of homeless youth and their experiences in postsecondary education? and (b) How might community colleges promote interpersonal and institutional resilience for homeless students? Method: Utilizing qualitative research techniques, this article reviews the experiences’ of homeless youth attending community college and explores the ways in which community colleges might serve as sites for fostering resilience and stability in the lives of homeless students. Results: The results of this empirical work suggest that although homeless students do benefit from enrolling in community college, some of the benefits are not salient to them and they are unable to take full advantage of institutional resources. Contributions: The findings from this study contribute to the literature on low-income students’ experiences in community college and add the voices and experiences of homeless youth.

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Krajewska-Kułak, E., U. Wejda, A. Kułak-Bejda, C. Łukaszuk, B. Repka, A. Guzowski, M. Cybulski, B. Stelcer, and M. Jasiński. "Differing attitudes for various population groups towards homeless people." Progress in Health Sciences 6, no. 1 (June 30, 2016): 57–62. http://dx.doi.org/10.5604/01.3001.0009.5110.

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Introduction: People who are homeless are most often unable to acquire and maintain regular, safe, secure, and adequate housing, or they lack a “fixed, regular, and adequate night-time residence”. Purpose: To assess the attitude of secondaryschool students, high-school students, university students, and working adults towards homeless people. Materials and methods: A survey of 420 randomly selected middle school students (n=120), high school students (n=100), university students (n=100), and working adults (n=100) was conducted. Nearly half of the participants reported a fear of homeless people. Results: According to the majority of respondents, a homeless person collects scrap metal and waste paper, and also begs. The first words that come to mind when a majority of people think of the homeless were: poor, unhappy, dirty, lonely, and smelly. The participants reported the main reasons for homelessness to be: joblessness, family problems, alcohol, helplessness, and avoiding work. The majority of respondents argued that social and legal problems are the main reasons that it is difficult for homeless people to extricate themselves from their situation. The groups surveyed had a variety of opinions about homelessness. According to most respondents, a homeless person is a poor, miserable, lonely, childless man with a vocational education who begs, collects scrap metal and waste paper, and is also usually dirty and smelly. Conclusions: In the survey groups, respondents’ opinions about homelessness varied.

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Dhaliwal, Tasminda K., Soledad De Gregorio, Ann Owens, and Gary Painter. "Putting Homelessness in Context: The Schools and Neighborhoods of Students Experiencing Homelessness." ANNALS of the American Academy of Political and Social Science 693, no. 1 (January 2021): 158–76. http://dx.doi.org/10.1177/0002716220987830.

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The number of K–12 students experiencing homelessness is increasing across the country. Schools may serve as sources of support and stability for homeless children, but little is known about the types of schools that homeless students attend or about the communities in which they live. We investigate the context of student homelessness in Los Angeles by analyzing student-level administrative data from the Los Angeles Unified School District and publicly available data on neighborhoods and schools from school years 2008–2009 to 2016–2017. Our findings suggest that homeless students tend to be clustered within lower-achieving schools with higher concentrations of disadvantaged student groups and live in neighborhoods with higher concentrated disadvantage. Despite policy provisions to ensure stability, homeless students have high rates of school and residential mobility in the years they are homeless, and mobile students tend to move to less-disadvantaged schools. We conclude with policy implications to strengthen the implementation of the federal McKinney-Vento Act.

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Robertson, Donna Friedman. "Homeless students: a search for understanding." International Journal of Leadership in Education 1, no. 2 (April 1998): 155–68. http://dx.doi.org/10.1080/1360312980010204.

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8

Simandl, Gladys. "Nursing Students Working with the Homeless." Nurse Educator 21, no. 2 (March 1996): 18–22. http://dx.doi.org/10.1097/00006223-199603000-00006.

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Stronge, James H. "Educating Homeless Students in Urban Settings." Education and Urban Society 25, no. 4 (August 1993): 315–22. http://dx.doi.org/10.1177/0013124593025004001.

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10

Forte, James A. "Calling Students to Serve the Homeless." Journal of Social Work Education 33, no. 1 (January 1997): 151–66. http://dx.doi.org/10.1080/10437797.1997.10778860.

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11

Wood, Vanessa, and Marni Finkelstein. "Training Homeless Education Liaisons to Support the Academic Needs of Homeless Students." Journal of Education and Training 7, no. 1 (December 5, 2019): 12. http://dx.doi.org/10.5296/jet.v7i1.15275.

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The purpose of the qualitative descriptive case study was to describe how homeless education liaisons use training and resources to support the academic success of homeless students. Semi-structured interviews were conducted with 15 local homeless education liaisons in Virginia to determine how they perceive and incorporate training and community resources to encourage the academic success of students experiencing homelessness. Research revealed that they training they received met liaison needs despite needed adaptations to address legislation changes. Implications for leadership are a need to allot necessary time for liaisons to meet needs of students through understanding liaison function and resource availability. Recommendations for assisting liaisons in meeting needs of students are made.

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12

Knecht, Thomas, and Lisa M. Martinez. "Engaging the Reluctant? Service Learning, Interpersonal Contact, and Attitudes toward Homeless Individuals." PS: Political Science & Politics 45, no. 01 (January 2012): 106–11. http://dx.doi.org/10.1017/s104909651100179x.

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AbstractThis article examines the extent to which service-learning courses affect students' attitudes and opinions. Elsewhere, we used a pre/postsurvey field experiment to demonstrate that volunteering with a homeless person tends to erode the stereotypes held by the domiciled—a confirmation of the venerable contact hypothesis. Here we use the same research design to assess whether students in service-learning courses exhibit a similar type of opinion change after spending a day with a homeless person. We find that even with limited contact a significant number of service-learning students came away from their time with homeless individuals holding fewer stereotypes and with a more nuanced perspective on the causes and consequences of homelessness. Nevertheless, working with a homeless person did have a negative effect on some students and contact generally failed to change students' views on public policy.

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13

Miller, Peter M. "Homeless Education and Social Capital: An Examination of School and Community Leaders." Teachers College Record: The Voice of Scholarship in Education 113, no. 5 (May 2011): 1067–104. http://dx.doi.org/10.1177/016146811111300501.

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Background/Context This study contributes to the literature on the schooling of homeless and highly mobile students. Although previous work has detailed the demographics of homelessness, the effects of homelessness on academic progress, and particular legal issues in homeless education, this research focused on how individual and institutional relationships influence homeless education. Purpose/Objectives The purpose of the study was to develop deeper understanding of how schools and shelters helped create educational social capital for students and families who were experiencing homelessness. The guiding research questions for the study were: (1) How do school and shelter leaders perceive social capital as influencing the education of students who are homeless? and (2) How do school and shelter leaders’ relational networks influence the education of students who are homeless? Setting Data were collected from three homeless shelters and three public schools that are located in a large city in the Mid-Atlantic region of the United States. Participants A total of 31 interviews were conducted with shelter-based administrators, case workers, and child development specialists, and school-based principals and central office administrators. Research Design A qualitative collective case study research design was employed. Findings Homeless students and families appeared to have insufficient stores of productive social capital, and although schools and homeless shelters provided them with some important relationships and resources, school and shelter leaders’ own shortages of bridging social capital limited the extent to which efficient educative active could occur. Conclusions/Recommendations Based on the findings, it is suggested that schools and shelters prioritize social capital development and improve interorganizational networking. Specifically, purposeful efforts should be made to develop school-shelter-family networks that are heterogeneous in composition.

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14

Nash, Woods, Sandra J. Mixer, Polly M. McArthur, and Annette Mendola. "The moral courage of nursing students who complete advance directives with homeless persons." Nursing Ethics 23, no. 7 (August 3, 2016): 743–53. http://dx.doi.org/10.1177/0969733015583926.

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Background: Homeless persons in the United States have disproportionately high rates of illness, injury, and mortality and tend to believe that the quality of their end-of-life care will be poor. No studies were found as to whether nurses or nursing students require moral courage to help homeless persons or members of any other demographic complete advance directives. Research hypothesis: We hypothesized that baccalaureate nursing students require moral courage to help homeless persons complete advance directives. Moral courage was defined as a trait of a person or an action that overcomes fears or other challenges to achieve something of great moral worth. Research design: The hypothesis was investigated through a qualitative descriptive study. Aside from the pre-selection of a single variable to study (i.e. moral courage), our investigation was a naturalistic inquiry with narrative hues insofar as it attended to specific words and phrases in the data that were associated with that variable. Participants and research context: A total of 15 baccalaureate nursing students at a public university in the United States responded to questionnaires that sought to elicit fears and other challenges that they both expected to experience and actually experienced while helping homeless persons complete advance directives at a local, non-profit service agency. Ethical considerations: The study was approved by the Internal Review Board of the authors’ university, and each participant signed an informed consent form, which stated that the study involved no reasonably foreseeable risks and that participation was voluntary. Findings: Before meeting with homeless persons, participants reported that they expected to experience two fears and a challenge: fear of behaving in ways that a homeless person would deem inappropriate, fear of discussing a homeless person’s dying and death, and the challenge of adequately conveying the advance directive’s meaning and accurately recording a homeless person’s end-of-life wishes. In contrast, after their meetings with homeless persons, relatively few participants reported having encountered those obstacles. So, while participants required moral courage to assist homeless persons with advance directives, they required greater moral courage as they anticipated their meetings than during those meetings. Discussion: Our study breaks new ground at the intersection of nursing, moral courage, and advance directives. It might also have important implications for how to improve the training that US nursing students receive before they provide this service. Conclusion: Our results cannot be generalized, but portions of our approach are likely to be transferable to similar social contexts. For example, because homeless persons are misunderstood and marginalized throughout the United States, our design for training nursing students to provide this service is also likely to be useful across the United States. Internationally, however, it is not yet known whether our participants’ fears and the challenge they faced are also experienced by those who assist homeless persons or members of other vulnerable populations in documenting healthcare wishes.

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15

Helvie, Carl O. "Students Implement Community Project for the Homeless." Journal of Nursing Education 35, no. 8 (November 1996): 377–79. http://dx.doi.org/10.3928/0148-4834-19961101-10.

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16

Doremus, Wendy. "School Nurses’ Role in Assisting Homeless Students." NASN School Nurse 24, no. 6 (October 2009): 281–82. http://dx.doi.org/10.1177/1942602x09348650.

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17

Mawhinney-Rhoads, Lynnette, and Gerald Stahler. "Educational Policy and Reform for Homeless Students." Education and Urban Society 38, no. 3 (May 2006): 288–306. http://dx.doi.org/10.1177/0013124506286943.

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18

Woods, Cyndy J. "Pappas School: A Response to Homeless Students." Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 6 (July 1997): 302–4. http://dx.doi.org/10.1080/00098655.1997.10543531.

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19

Ziesemer, Carol, and Louise Marcoux. "Academic and Emotional Needs of Homeless Students." Children & Schools 14, no. 2 (April 1992): 77–85. http://dx.doi.org/10.1093/cs/14.2.77.

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20

Hallett, Ronald E. "Homeless: How residential instability complicates students' lives." About Campus 15, no. 3 (July 2010): 11–16. http://dx.doi.org/10.1002/abc.20023.

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21

Larson, Anita M., and Danielle M. Meehan. "Homeless and highly mobile students: A population-level description of the status of homeless students from three school districts." Journal of Children and Poverty 17, no. 2 (September 2011): 187–205. http://dx.doi.org/10.1080/10796126.2011.529114.

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22

Edwards, Earl J. "Listening to formerly homeless youth." Phi Delta Kappan 102, no. 4 (November 23, 2020): 52–57. http://dx.doi.org/10.1177/0031721720978069.

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More than 1.5 million students experienced homelessness in the 2017-18 school year, but teachers receive little guidance on how to support them. Earl Edwards provides K-12 (particularly high school) teachers with an overview of the McKinney-Vento Homeless Assistance Act and concrete recommendations for how to better support youth experiencing homelessness in their pursuit to graduate high school. The recommendations are derived from a study that analyzed the experiences of 10 youth who experienced homelessness as high school students in Los Angeles County.

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23

Kimball, Mary Holt. "Soundoff: How Can We Best Help ESL Students?" Mathematics Teacher 83, no. 8 (November 1990): 604–5. http://dx.doi.org/10.5951/mt.83.8.0604.

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24

Zrinyi, Miklos, and Zoltan Balogh. "Student Nurse Attitudes Towards Homeless Clients: a challenge for education and Practice." Nursing Ethics 11, no. 4 (July 2004): 334–48. http://dx.doi.org/10.1191/0969733004ne707oa.

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The purpose of this research was to describe attitudes of nursing students (and paramedic officers) towards marginalized clients. Convenience quota sampling in a major health faculty was employed. Students participated on a voluntary basis. A 58-item Likert scale, developed by the authors, assessed the student nurses’ attitudes. In general, attitudes towards homeless clients were neutral; detailed analyses, however, revealed that student nurses would decline to care for homeless clients in various situations. Personal experience with homeless patients and positive attitudes of nurses significantly contributed to increased quality of care and equality of treatment for homeless clients. Certain student nurse behaviors warrant immediate attention to prevent marginalized patients from being exposed to unfair, inaccessible and biased nursing care. Based on our results, we recommend that further research attention be paid to the role of ethics education and faculty behaviors, as faculty members serve as role models for professionalization.

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Grace, Marty, Deborah Keys, and Aaron Hart. "Homeless university students: Experiences with foyer-type service." Journal of Social Inclusion 3, no. 1 (June 14, 2012): 43. http://dx.doi.org/10.36251/josi.41.

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Cumming, John, and Gene Gloeckner. "HOMELESS HIGH SCHOOL STUDENTS IN AMERICA: WHO COUNTS?" Administrative Issues Journal 2, no. 2 (November 27, 2012): 104–11. http://dx.doi.org/10.5929/2012.2.2.9.

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BUCHANAN, DAVID, and SHARAD JAIN. "Teaching Students about Health Care of the Homeless." Academic Medicine 76, no. 5 (May 2001): 524–25. http://dx.doi.org/10.1097/00001888-200105000-00059.

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28

Swick, Kevin J. "Teacher Strategies for Supporting Homeless Students and Families." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 5 (June 1996): 293–96. http://dx.doi.org/10.1080/00098655.1996.10114322.

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29

O’Neill, Marissa, and Pamela H. Bowers. "Resilience among homeless college students: co-constructed explorations." Journal of Social Distress and Homelessness 29, no. 1 (October 14, 2019): 65–70. http://dx.doi.org/10.1080/10530789.2020.1676984.

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Fatzinger, Jim B. "Launch supportive services to help homeless students succeed." Student Affairs Today 19, no. 8 (October 28, 2016): 1–3. http://dx.doi.org/10.1002/say.30262.

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31

Rickert, Edward J., and Donna L. Rickert. "Different HIV Risk Profiles in Samples of College Students and Homeless Persons." Psychological Reports 76, no. 3_suppl (June 1995): 1123–32. http://dx.doi.org/10.2466/pr0.1995.76.3c.1123.

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A cross-sectional survey examined demographic characteristics, self-reported sexual behaviors, and knowledge of AIDS in samples of 106 homeless persons and 260 college students. As expected, the two samples differed with respect to age, gender, race, and education. Respondents in both samples possessed moderate knowledge of HIV infection and AIDS and reported they considered their personal risk of HIV infection low. Both samples acknowledged frequent use of alcohol with sexual activity, active and passive oral sex, and lax use of condoms. A discriminant analysis indicated that a greater percentage of college students were sexually active than of the homeless sample and that the homeless group had a higher proportion of individuals who were either homosexual or bisexual, who had sexual contact with multiple partners or who had visited a prostitute, who had sexually transmitted diseases, and who had injected drugs. Although the risk profiles differed, each group reported high-risk behaviors and perceptions of low personal risk of HIV infection.

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32

Murphy, Joseph F., and Kerri J. Tobin. "Homelessness Comes to School." Phi Delta Kappan 93, no. 3 (November 2011): 32–37. http://dx.doi.org/10.1177/003172171109300308.

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How homeless children and youths can succeed Researchers and advocates have identified successful strategies for schools enrolling homeless students. KERRI J. TOBIN is an assistant professor of education at Marywood University, Scranton, Penn. They are co-authors of Homelessness Comes to School (Corwin Press, 2011).

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Prakash, Shamant, Shannon Brown, Michelle Murphy, and Brett Williams. "Paramedic student empathetic attitudes towards homelessness: a mixed methods pilot study." International Journal of Emergency Services 9, no. 3 (May 8, 2020): 273–82. http://dx.doi.org/10.1108/ijes-08-2019-0047.

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PurposeCurrent statistics highlight the increasing prevalence of homelessness in Australia, however, there is scant research regarding empathy and homelessness in the paramedic literature. Research in other areas of healthcare demonstrates that interaction with the homeless can positively impact empathetic attitudes and also highlights the opportunity to examine if these results are consistent or generalisable to the Australian paramedic profession. Therefore, the aim of our study was to explore paramedic students' empathetic attitudes towards homelessness.Design/methodology/approachA sequential mixed method design study was undertaken using a repeated measures and focus group approach. Paramedic students participated in clinical experience, involving interactions with the homeless. This entailed participating in at least four shifts (11 pm – 5 am) where students gained experience at the Salvation Army Health Café or with the Youth Street Teams in Melbourne, Australia. Empathy levels of the paramedic students toward homelessness, both pre- and post- were measured using the Medical Condition Regard Scale (MCRS) and the Health Professionals' Attitudes Toward the Homeless Inventory (HPATHI). A focus group with student participants was also conducted to obtain further detailed information about their perceptions of the experience.FindingsA total of 20 students participated (100% response rate). Statistically significant (p < 0.05) increases were observed on the MCRS pre- to post- data with total mean scores of 48.35 (SD ± 8.33) and 51.65 (SD ± 5.56), respectively. On the HPATHI a statistically significant (p < 0.0001) increase in Personal Advocacy was observed. Eight of these students took part in a subsequent focus group. Following thematic analysis of the focus group, a number of common themes were identified that included: communication, empathy and rapport, and a change in perception and attitude.Originality/valueThe results of this pilot study demonstrate that through participation in a project involving experience interacting with the homeless population, paramedic students showed a greater level of empathy towards the homeless. Increases in empathetic regard, social advocacy and personal advocacy were also found.

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Zhao, Nova. "The encounter." Canadian Medical Education Journal 10, no. 1 (March 14, 2019): e122-123. http://dx.doi.org/10.36834/cmej.53363.

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We know that homelessness is a nation-wide problem in Canada. What may be often forgotten, especially by those of us unfamiliar with poverty and deprivation, is how homelessness affects a person’s health. In this essay, I narrate a chance encounter with a homeless man that taught me the difficulties homeless people face in accessing, navigating, and benefiting from the health care system. We need to rethink how we health care providers respond to the homeless, and medical students can help lead the change.

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Fournier, Mary E., S. Bryn Austin, Cathryn L. Samples, Carol S. Goodenow, Sarah A. Wylie, and Heather L. Corliss. "A Comparison of Weight-Related Behaviors Among High School Students Who Are Homeless and Non-Homeless." Journal of School Health 79, no. 10 (October 2009): 466–73. http://dx.doi.org/10.1111/j.1746-1561.2009.00436.x.

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Guadagno, Rosanna E., Nicole L. Muscanell, and David E. Pollio. "The homeless use Facebook?! Similarities of social network use between college students and homeless young adults." Computers in Human Behavior 29, no. 1 (January 2013): 86–89. http://dx.doi.org/10.1016/j.chb.2012.07.019.

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Munro, Brenda Elizabeth, Patti LaBoucane-Benson, Lia Ruttan, and Lisa Sather. "Creating Cultural Exchange Between Homeless Youth and University Students." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 5 (2009): 127–42. http://dx.doi.org/10.18848/1833-1882/cgp/v04i05/52911.

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Aslam, Sulaimaan, Shahzaib Asghar, Tasvee Karania, Saamed Rahman, and Shahzaib Shaikh. "Focussing on Homeless LGBT+ College Students During COVID-19." Journal of Adolescent Health 68, no. 5 (May 2021): 1020. http://dx.doi.org/10.1016/j.jadohealth.2021.01.018.

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Phua, Andrew IH, and Yvonne K. Parry. "Flinders medical students pilot free clinic for homeless men." Medical Journal of Australia 211, no. 7 (June 9, 2019): 333. http://dx.doi.org/10.5694/mja2.50231.

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Huang, Hui, Sofia Fernandez, Michelle-Ann Rhoden, and Rigaud Joseph. "Serving Former Foster Youth and Homeless Students in College." Journal of Social Service Research 44, no. 2 (March 12, 2018): 209–22. http://dx.doi.org/10.1080/01488376.2018.1441096.

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Fournier, Mary E., S. Bryn Austin, Cathryn L. Samples, and Heather L. Corliss. "2: Weight-Related Behaviors of Homeless High School Students." Journal of Adolescent Health 42, no. 2 (February 2008): 9. http://dx.doi.org/10.1016/j.jadohealth.2007.11.029.

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42

Miller, Peter M., Alexandra Pavlakis, Lea Samartino, and Alexis Bourgeois. "Brokering educational opportunity for homeless students and their families." International Journal of Qualitative Studies in Education 28, no. 6 (July 3, 2015): 730–49. http://dx.doi.org/10.1080/09518398.2015.1017860.

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43

Young, Donna. "Clinicians, students fill health services gap for Houston’s homeless." American Journal of Health-System Pharmacy 60, no. 4 (February 15, 2003): 326–28. http://dx.doi.org/10.1093/ajhp/60.4.326.

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44

dela Cruz, Felicitas A., Constance Brehm, and Jeanne Harris. "Transformation in Family Nurse Practitioner Students' Attitudes Toward Homeless Individuals After Participation in a Homeless Outreach Clinic." Journal of the American Academy of Nurse Practitioners 16, no. 12 (December 2004): 547–54. http://dx.doi.org/10.1111/j.1745-7599.2004.tb00434.x.

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McKinney, Jennifer, and Karen A. Snedker. "Hosting a Tent City: Student Engagement and Homelessness." Teaching Sociology 45, no. 3 (February 1, 2017): 252–59. http://dx.doi.org/10.1177/0092055x17694908.

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In response to increasing homelessness in our city, Seattle Pacific University invited a homeless encampment (Tent City) to reside on our university campus for three months. This provided an opportunity to engage students on issues of poverty and inequality. Building from a service-learning model, we devised course work around homelessness and applied research. Students took a two-quarter course sequence to become knowledgeable about homelessness and sociological research methods in order to collect field observations and conduct interviews with Tent City residents. Based on student reflections, stereotypes about homelessness were challenged and social distance between students and people who were homeless was reduced. Student exposure to homelessness through faculty-guided research is an effective tool in developing a sociological imagination and an important step in fostering agents of social change.

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Hales, Ann, James J. Eyster, and John L. Ford. "The Development, Design And Implementation of An Experimental Course: “Housing And Feeding The Homeless”." Hospitality Education and Research Journal 12, no. 2 (February 1988): 73–81. http://dx.doi.org/10.1177/109634808801200208.

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Homelessness has become a social issue of vital national concern, with some estimates of the numbers of homeless individuals being as high as one percent of the total United States population. Concurrent with this national crisis are several thousand students developing an expertise in the housing and food service industries. Consequently, the faculty within the School of Hotel Administration and the Department of Human Service Studies at Cornell University designed and implemented a course to match the acquired skills and education of students to meet the needs of homeless individuals and families. This paper discusses the course development and structure and the instructors' suggestions for implementing a similar course in other schools and universities.

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47

Walther-thomas, Christine, Lori Korinek, Virginia Laycock McLaughlin, and Brenda Toller Williams. "Improving Educational Opportunities for Students With Disabilities Who Are Homeless." Journal of Children and Poverty 2, no. 2 (December 1996): 57–75. http://dx.doi.org/10.1080/10796129608414759.

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48

Tse, Luke M., Michael W. Firmin, Courtney Johnson, Yelena Vorobyov, and Jacklyn McKeon. "Behavioral Shifts in Students' Awareness and Reactions to the Homeless." Journal of Social Distress and the Homeless 19, no. 3-4 (December 2010): 98–128. http://dx.doi.org/10.1179/105307810805365099.

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Hallett, Ronald E., Peter M. Miller, and Linda Skrla. "Homeless and highly mobile students: equity, access and institutional response." International Journal of Qualitative Studies in Education 28, no. 6 (July 3, 2015): 637–40. http://dx.doi.org/10.1080/09518398.2015.1017854.

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Low, Justin A., Ronald E. Hallett, and Elaine Mo. "Doubled-Up Homeless: Comparing Educational Outcomes With Low-Income Students." Education and Urban Society 49, no. 9 (July 26, 2016): 795–813. http://dx.doi.org/10.1177/0013124516659525.

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Journal articles on the topic 'Homeless students'

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