- United States
- School Leadership, Education Research, Education Reform, Politics of Education and Social Policy, Educational Leadership, Homelessness, and 17 moreFoster Youth, Action Research, Qualitative Research, College Access, College Access Programs, McKinney-Vento, Youth homelessness, Sociology, Poverty, Undocumented Immigration, Ethnography, Higher Education, Social Justice, Sociology of Education, Educational Research, Housing Insecurity, and Homeless College Studentsedit
- Research Professor in the Pullias Center for Higher Education at the University of Southern Californiaedit
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The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious... more
The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher edu- cation research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.
Research Interests: Higher Education, Successful High School To College Transition For Students At Risk Of Dropping Out, Terminology, Equity and Social Justice in Higher Education, Postsecondary Education, and 8 moreRetention of first generation college students, First Generation Students, College Students, First Generation College Students, Low Income College Students, Scholarship, At Risk Youth, and racially minoritized students
This study focused on the process of how the staff at the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation and... more
This study focused on the process of how the staff at the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identifies a four-part iterative and cyclical process to tailor the programmatic offerings for students – beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an interven...
Research Interests: Psychology, Higher Education, Retention of first generation college students, Student retention, Retention and Strategies for Student Success, and 7 moreTransition to College, College Preparation and Transition, Low Income Housing, College Students of Color, Minority Students, Guidance and Counseling Intervention Programs, and College Access and Success for Underrepresented and Underserved Students
The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious... more
The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher education research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.
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This study focused on the process of how the staff at the Thompson Scholars Learning Community, a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation, and... more
This study focused on the process of how the staff at the Thompson Scholars Learning Community, a comprehensive college transition program, tailored the programmatic offerings to meet the needs of low-income, first generation, and racialized minority students. Because college students are complex individuals, each of whom faces a unique set of challenges and opportunities, it is reasonable to hypothesize that tailoring support services to the multiple needs of each student may make them more effective. The research identified a four-part iterative and cyclical process to tailor the programmatic offerings for students, beginning with the individual student and then using information about individual needs to scale to broader group level tailoring. This broadening or scaling process is a new contribution to the literature that has not previously been identified. The tailored approach we identified works at both individual and group levels, which makes it viable as an intervention for large numbers of students. The effort to attend to and learn about individual students ensures that the intervention still meets the needs of individuals, but the testing of these interventions more broadly allows for understanding how these approaches will work for diverse group level tailoring.
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Undocumented college students face multiple barriers. This case study explores how a group of undocumented Latino/a students maintained a peer network. Using Stanton-Salazar's frameworks of empowerment agents, I discuss how students... more
Undocumented college students face multiple barriers. This case study explores how a group of undocumented Latino/a students maintained a peer network. Using Stanton-Salazar's frameworks of empowerment agents, I discuss how students created a space on campus and navigated internal tensions threatening solidarity, including inclusion/exclusion, competition/support, and personal support/political engagement.
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Research Interests: Sociology, Education, Social Work, Educational Leadership, Educational Administration, and 12 morePoverty, Educational Research, Homelessness, Housing, Homelessness And Housing Exclusion, Public Policy and Administration, Youth homelessness, Poverty Studies, Access to Education, McKinney-Vento, Every Student Succeeds Act, and Housing Insecurity
Research Interests: Sociology, Education, Social Work, Educational Leadership, Educational Administration, and 12 morePoverty, Educational Research, Homelessness, Housing, Homelessness And Housing Exclusion, Public Policy and Administration, Youth homelessness, Poverty Studies, Access to Education, McKinney-Vento, Every Student Succeeds Act, and Housing Insecurity
School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal... more
School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning the role of districts in serving homeless students: (1) serving the needs of all students includes those who are homeless; (2) state and federal policy incentives can be an important aspect of reculturing a district; (3) once a district adjusts policy, it must make concerted effort to integrate and align other aspects of other district and school site functions; and, (4) once issues of access have been addressed, districts need to consider how to support the educational success of homeless students.
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School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal... more
School districts play a key role in identifying, supporting, and educating homeless students. This qualitative case study of a school district in Northern California illustrates how district leadership serves as a bridge between federal policy and local school sites. In this case study, federal funding funneled through the state served as the incentive for the district to reeducate itself on what homelessness is. Four themes emerged concerning the role of districts in serving homeless students: (1) serving the needs of all students includes those who are homeless; (2) state and federal policy incentives can be an important aspect of reculturing a district; (3) once a district adjusts policy, it must make concerted effort to integrate and align other aspects of other district and school site functions; and, (4) once issues of access have been addressed, districts need to consider how to support the educational success of homeless students.
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This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high... more
This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years, students' sense of their own preparation and their resultant performance on AP exams do not indicate quality or appropriate preparation for college. The article is guided by a “funds of knowledge” framework, which emphasizes the value of instrumental and content aptitudes in preparation for college success.
Research Interests: Psychology, Education, Successful High School To College Transition For Students At Risk Of Dropping Out, College Access, Advanced Placement, and 8 moreInterviews, High School, Academic achievement, College Access Programs, College Preparation and Transition, High School Student, Marginalized Students, and Low Income
1. Introduction 2. Resilience and Homeless Youth 3. Entering their Lives and Homes I. Shared Residences 4. Isaac's Long Shot 5. Juan Dreams Big II. Merged Households 6. Kylee Goes with the Flow 7. Marco Plans to be Average III.... more
1. Introduction 2. Resilience and Homeless Youth 3. Entering their Lives and Homes I. Shared Residences 4. Isaac's Long Shot 5. Juan Dreams Big II. Merged Households 6. Kylee Goes with the Flow 7. Marco Plans to be Average III. Analysis and Implications 8. Influence of Residential Structure 9. Implications for Policy and Practice 10. Epilogue
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The national postsecondary educational attainment gap is magnified and being experienced in local K-12 school districts on a large scale. As a result, K-12 administrators at the local county office of education (COE) were seeking a... more
The national postsecondary educational attainment gap is magnified and being experienced in local K-12 school districts on a large scale. As a result, K-12 administrators at the local county office of education (COE) were seeking a partnership to assess and implement programming to address the local educational attainment gap
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Purpose The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development resources to assist them with this task. The purpose of this... more
Purpose The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development resources to assist them with this task. The purpose of this paper is to gain insight into how a collaborative partnership reframed professional development to increase counselors’ capacities and enrich their role in addressing educational inequities in a local context. Design/methodology/approach The authors employed an action-oriented qualitative case study through the lens of social justice to critically consider how urban school counselors took action to address local educational inequities in the postsecondary process. Data were collected over a ten month period and consisted of semi-structured interviews, 17 hours of meeting transcriptions, meeting notes, field observations, numerous field notes, researcher reflections, weekly e-mail correspondence, electronic data, counselor demographic surveys, and document analysis. Findings The inter-agency networked learning community model encouraged the school counselors to take ownership for their professional development, starting small led to greater collaboration, the counselors engaged in collective learning and counselors took a responsibility for the broader school community. Research limitations/implications Inter-agency partnerships can address social inequities and initiate transformative change but further research is needed to explore how to address what happens as actors move in and/or out of the partnership. Acknowledging and validating the experience of the school counselors empowered them to take risks, invite new ideas, and adapt the new idea to their local school site. Reframing professional development began to transform how the counselors were viewed by the broader school community. Further research is needed to explore how educational systems can be empowered to engage in conversations to embrace change. Social implications This study illustrated the transformative power of school counselors in building community, collaborating, and constructing bridges between each other, school administrators, and postsecondary researchers. Unless the current devaluing of school counselors shifts, the benefits associated with networked collaborative partnerships will likely go unrealized. We call on policymakers to reconsider the role of school counselors and call on them to ensure these positions are mandatory in all K-12 schools. Originality/value This study demonstrated how an inter-organizational collaboration between a university and a K-12 local education agency initiated transformative change. The collective action of the network equipped counselors with tools to build community with each other, within their individual school sites, and in the local community. Many studies provide models regarding what school counselors should do but few explore how to empower them to use the models to enact change. The action-inquiry approach provided an opportunity to explore how urban school counselors experienced and understood the process of engaging in professional development designed to help them try something new in addressing educational inequities in underserved communities.
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Ronald E. Hallett and Melinda A. Westland share their experiences working with students who have “aged out” of the foster system and provide an outline for how to support this special population
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Education plays a critical role in how adolescents mature into adults. A vulnerable, and often forgotten, sub-population of the poor is homeless youth, for whom lack of a stable or adequate residence creates a unique set of educational... more
Education plays a critical role in how adolescents mature into adults. A vulnerable, and often forgotten, sub-population of the poor is homeless youth, for whom lack of a stable or adequate residence creates a unique set of educational barriers. The Center for Higher Education Policy Analysis (CHEPA) spent 18 months documenting the experiences of homeless adolescents in Los Angeles, deriving data from 123 interviews with homeless adolescents between the ages of 14 and 19, and an additional 45 interviews with shelter staff, social workers, parents, teachers, and school district administrators. Follow-up interviews were conducted with 30 of the youth to understand their experiences in greater depth. Over 400 hours were dedicated to observing the daily lives of homeless youth. The project had two primary goals: (1) To give a voice to homeless youth who are frequently powerless and invisible; and (2) To initiate a dialog with policymakers and practitioners concerning the improvement of ...
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This study proposes an empirically grounded, non-deficit oriented, college transition program proactive advising model, called “mid-semester grade checks,” to promote academic self-efficacy among first-generation, low-income, and... more
This study proposes an empirically grounded, non-deficit oriented, college transition program proactive advising model, called “mid-semester grade checks,” to promote academic self-efficacy among first-generation, low-income, and underrepresented minoritized students. The grade checks model was developed based on data comprised of longitudinal interviews with 70 participants in a comprehensive college transition program. Mid-semester grade checks promote academic self-efficacy through: (a) reflection and self-assessment, (b) emotional and interpersonal support, and (c) proactive planning and instrumental guidance.
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Postsecondary institutions often create support programs to encourage the academic success of underserved students. Comprehensive college transition programs have been posited as one approach that provides wraparound support for the first... more
Postsecondary institutions often create support programs to encourage the academic success of underserved students. Comprehensive college transition programs have been posited as one approach that provides wraparound support for the first 2 years students attend college. In this article, we use validation theory to explore how a Comprehensive college transition programs can create academically validating experiences for underserved students, many of whom are first-generation and racially minoritized. Our study confirms that how program elements are implemented is more important that what elements are included within a support program. The overarching finding that emerged is that programs can be designed to provide reassurance along with allowing second chances, which creates the space for vulnerability and risk taking to occur. This process creates the context for academically validation experiences for underserved students.
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College transition and support programs have emerged over the past century as important tools that institutions can employ to improve student outcomes. With the variety of approaches used, a common language is needed to discuss why and... more
College transition and support programs have emerged over the past century as important tools that institutions can employ to improve student outcomes. With the variety of approaches used, a common language is needed to discuss why and how programs relate to institutional goals and relate to student outcomes. In this article, we present and discuss the College Transition and Support Program Typology as a way of understanding how programs are similar and different in their approach to addressing barriers and creating opportunities for student success. The typology centers on student needs, focus, duration, and timing as important program dimensions. We then apply the typology to a comprehensive college transition program to illustrate the dimensions. The final section discusses a set of criteria for practitioners to consider when designing a program and making choices about what type of transition initiatives may be most suitable for one’s campus and student needs.
Research Interests: Psychology, Cognitive Science, Higher Education, First Year Experience, Equity and Social Justice in Higher Education, and 7 moreRetention of first generation college students, College Students, First Generation College Students, Low Income College Students, College Preparation and Transition, TRiO Student Support Services, and college transition programs
Students navigate complex educational eco systems and, in the process, engage in inter actions that influence their college experiences, development, and outcomes. They traverse educational environments that include, but extend beyond,... more
Students navigate complex educational eco systems and, in the process, engage in inter actions that influence their college experiences, development, and outcomes. They traverse educational environments that include, but extend beyond, the college campus. Family, friends, and community influence college access, transition, and engagement (Astin, 1993; Renn & Reason, 2012). Teachers from high school play important roles in shaping whether students enroll (Engberg & Wolniak, 2010), and instructors in college influence whether they persist (Astin, 1993; Renn & Reason, 2012). Educational administrators, policymakers, and advocates set the contexts within which students navigate education systems (Renn & Arnold, 2003; Renn & Reason, 2012). Understanding students’ relationships with their multiple home, community, and educational environments provides a more holistic understanding of students and recognizes that many spheres of influence shape their college experiences, development, and outcomes. Ecological Systems Theory (EST) directs higher education researchers and practi tioners to examine students in their educa tional eco sys tems. Within EST, the interactions between students and their contexts shape their educational experiences and development (Bronfenbrenner, 1994; Renn, 2003). Bronfenbrenner (1979, 1994) argued that humans actively engage within evolving, interconnected, nested environments. He believed that human experience is best understood holistically. While predominant college impact theories (e.g., Astin, 1993; Tinto, 1993) similarly direct attention to the role of environment and students’ interactions with their environment, EST extends this tradition by taking a more holistic and systemsbased approach. Many in higher education appreciate the comprehensive and integrated approach of EST as a way to more fully understand students’ college experiences (Renn, 2003; Renn & Arnold, 2003). However, the complexity of implementing EST has limited its use, and there are few effective tools for gathering this kind of information. In this research brief, we share a qualitative interview protocol we designed to facilitate application of EST to understand students’ ecological systems and their interactions with those systems. A thorough discussion of EST is beyond the scope of this brief (see Renn, 2003, for a fuller explanation). Here, we summarize the core aspects of the model developed by
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Ethnographers have long been concerned with how individuals and groups live out life in social spaces. As the Internet increasingly frames lived experiences, researchers need to consider how to integrate data from online spaces into... more
Ethnographers have long been concerned with how individuals and groups live out life in social spaces. As the Internet increasingly frames lived experiences, researchers need to consider how to integrate data from online spaces into “traditional” ethnographic research. Drawing from two ethnographic studies, we explain how online spaces were needed to more fully understand the physical environments and issues we studied. In addition to discussing how we were led online, we present ethnographic data to demonstrate the epistemological importance of considering online spaces. While traditional methods of ethnography (i.e., in-person observations and informal interviews) continue to be useful, researchers need to reconceptualize space as well as what counts as valuable interactions, and how existing (and new) tools can be used to collect data. We argue that studying a group of people in their “natural habitat” now includes their “online habitat.” We conclude with a call for ethnographers...
Research Interests: Sociology, Anthropology, Education, Ethnography, Social Interaction, and 15 moreComputer Mediated Communication, Virtual Ethnography, Facebook, Digital Ethnography, Qualitative Research Methods, Social Exclusion in Virtual Spaces, Contemporary Ethnography, Online ethnography, Online research, Research Needs, Social Space, Physical Environment, Social Spaces, Cyber Ethnography, and Internet
This guide provides academic advisors with an evidence-based proactive advising model informed by a major study of at-promise college students (low-income, first-generation, and/or racially minoritized) success called the Promoting... more
This guide provides academic advisors with an evidence-based proactive advising model informed by a major study of at-promise college students (low-income, first-generation, and/or racially minoritized) success called the Promoting At-Promise Student Success (PASS) project. The target audience for this guide is college and university academic advisors and directors of advising offices seeking effective advising models to support at-promise students, however other educators (e.g., faculty) may also find the guide useful in their work advising at-promise students. What is proactive advising? Proactive advising is a holistic approach where advisors initiate contact with students early and consistently to build a connection with the student and engage in discussions around their academic and personal success. Common topics covered in proactive advising meetings include academic goals, career paths, time management, emotional needs, personal wellness, course planning, and strategies and resources for achieving success.
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Undocumented students face multiple barriers impeding access to college. Lack of citizenship marginalizes students in overt and covert ways as these students attempt to navigate postsecondary education (Morales, Herrera, & Murry, 2011;... more
Undocumented students face multiple barriers impeding access to college. Lack of citizenship marginalizes students in overt and covert ways as these students attempt to navigate postsecondary education (Morales, Herrera, & Murry, 2011; Perez Huber & Malagon, 2007). Advocates for undocumented students have pushed for policies that increase opportunities, including in-state tuition policies, scholarship programs, and revised institutional aid programs. These efforts have had moderate success in creating educational pathways for students to gain access to college. A fraction of these students pursue postsecondary education. Nearly 65,000 undocumented students graduate from high school each year in the United States
In this paper the author explores how relationships are defined within the context of constructing a life history. The life history of Benjamin, a homeless young man transitioning to adulthood, is used to illustrate how difficult it is to... more
In this paper the author explores how relationships are defined within the context of constructing a life history. The life history of Benjamin, a homeless young man transitioning to adulthood, is used to illustrate how difficult it is to define the parameters of the research environment. During an "ethically important moment" in the research process, the author had to critically analyze his obligation to his participant based upon the relational titles exchanged. As chaos in Benjamin's life increased, a choice needed to be made about the researcher's involvement in his life. Should the researcher provide support or simply document events? Based upon the obligations inherent in how Benjamin defined his relationship with the researcher, the author explains why and how Benjamin's life was interrupted.
Research Interests: Sociology, Ethics, Research Ethics, Homelessness, Life history, and 10 moreQualitative Research, Qualitative Research Methods, Interpersonal Relationship, Relational Sociology, Young Adults, The qualitative report, Youth homelessness, Life History Research, Biographies, and Relationships-informed Research
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This article examines the experiences homeless youth face and the influence of social networks on their education. Using a social capital framework, we analyze the experiences that are different for poor youth in general and those... more
This article examines the experiences homeless youth face and the influence of social networks on their education. Using a social capital framework, we analyze the experiences that are different for poor youth in general and those homeless. Data used include interviews with 123 homeless youth and more than 40 policymakers, school counselors, and after-school program coordinators. Youth identified three aspects of their lives that influence network development associated with college access: mobility and stability, meeting basic needs, and anonymity and shame. The temporary nature of their residential stability requires a systemic response by educational institutions.
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After-school education programs for at-risk students are often implemented to increase academic performance and college readiness. This article explores the terms "out-ofschool" and "after-school" related to college... more
After-school education programs for at-risk students are often implemented to increase academic performance and college readiness. This article explores the terms "out-ofschool" and "after-school" related to college preparation programs and suggests that these programs should consider attendance, participation and intensity to impact a student's success in college. The article concludes with four practical steps to improve the structural design of after-school programs concerned about college preparation.
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Group presentations are the common ways to communicate information about financial aid to high school students. This article discusses the value of group presentation and suggests that additional techniques should supplement this... more
Group presentations are the common ways to communicate information about financial aid to high school students. This article discusses the value of group presentation and suggests that additional techniques should supplement this approach, especially in the case of low-income urban college-bound students. Group presentations are an easy way to reach large groups of students and parents at one time (Kennedy, Oliverez and Tierney 2007). When group presentations are well done, they increase students' and families' knowledge of the financial aid process. In their finest forms, group presentations provide information and build students' and their families' confidence as they navigate the financial aid process. At the same time, group presentations are not enough to meet the needs of students with the most complicated financial aid situations. Unfortunately, students and families in difficult circumstances may continue to be the least appropriately served. In this article,...
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Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a... more
Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act's mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders.
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Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live.... more
Homeless youth face countless barriers that limit their ability to
complete a high school diploma and transition to postsecondary
education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled‐up," staying with family or friends because of economic hardship and often on the brink of full‐on homelessness.
Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First‐hand data from interviews, observations, and document analysis shed light on the experience of four doubled‐ up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled‐up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.
complete a high school diploma and transition to postsecondary
education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled‐up," staying with family or friends because of economic hardship and often on the brink of full‐on homelessness.
Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First‐hand data from interviews, observations, and document analysis shed light on the experience of four doubled‐ up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled‐up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.
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Undocumented individuals are among the most marginalized students in higher education. Public policy at the state and federal levels frame the opportunities available. This qualitative case study based in California explores how state and... more
Undocumented individuals are among the most marginalized students in higher education. Public policy at the state and federal levels frame the opportunities available. This qualitative case study based in California explores how state and federal laws create an "undocumented student" identity that constrains the educational options and student experience. Using intersectionality as a framework, the manuscript discusses how public policy forces students to hyper-focus on their undocumented status while neglecting other aspects of identity. The negative impacts limit students' abilities to fully access higher educational opportunities on college campuses.
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The qualitative methods narrative provides an in-depth discussion of the methodological approach, methods, and analyses processes used during the PASS project. The qualitative portion of the mixed methods study included case studies of... more
The qualitative methods narrative provides an in-depth discussion of the methodological approach, methods, and analyses processes used during the PASS project. The qualitative portion of the mixed methods study included case studies of the three campuses as well as longitudinal digital diary interviews with college students in the program. The researchers used multiple methods, including interviews, observations, document review, focus groups and social media analysis.
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IMPROVING THE POSTSECONDARY EDUCATIONAL OPPORTUNITIES for low-income students is one of the foci at the Center for Higher Education Policy Analysis (CHEPA). We conduct studies with sub-groups of low- income students (e.g. youth in foster... more
IMPROVING THE POSTSECONDARY EDUCATIONAL OPPORTUNITIES for low-income students is one of the foci at the Center for Higher Education Policy Analysis (CHEPA). We conduct studies with sub-groups of low- income students (e.g. youth in foster care and undocu- mented youth) to improve policies and practices that impact their access to higher education. Education plays a critical role in how adolescents mature into adults. One of the most vulnerable, and often forgotten, sub-popula- tions of the poor is homeless youth. While they experi- ence challenges similar to other low-income students, their lack of a stable or adequate residence creates a unique set of educational barriers. CHEPA researchers spent 18 months documenting the experiences of home- less adolescents in Los Angeles. The data derive from 123 interviews with homeless adolescents between the ages of 14 and 19, and an additional 45 interviews with shelter staff, social workers, parents, teachers, and school district administrators. Follow-up interviews were con- ducted with 30 of the youth to understand their experi- ences in greater depth. Over 400 hours were dedicated to observing the daily lives of homeless youth.