Ebook Download Educational Experiences of Hidden Homeless Teenagers: Living Doubled-Up, by Ronald E. Hallett
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Educational Experiences of Hidden Homeless Teenagers: Living Doubled-Up, by Ronald E. Hallett
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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 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.
- Sales Rank: #1433771 in Books
- Published on: 2011-08-18
- Released on: 2011-09-27
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .37" w x 5.98" l, .50 pounds
- Binding: Paperback
- 160 pages
Review
"Hallett's ethnographic study of teens living "doubled-up" provides a thorough and compassionate exploration of the complex nature of educational participation for youth experiencing residential instability." ― P. M. Del Prado Hill, Buffalo State College, CHOICE
"In Educational Experiences of Hidden Homeless Teenagers: Living Doubled-Up, Hallett succeeds in identifying
risk and protective factors that increase or decrease a doubled-up adolescent’s chance of achieving educational
resilience." ― Erin Nicole Johnson, Journal of Youth and Adolescence
About the Author
Ronald E. Hallett is an Assistant Professor of Education at the University of the Pacific and a Research Associate in the Center of Higher Education Policy Analysis at the University of Southern California.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Homeless or Not?
By not a natural
Ronald Hallett's book Educational Experiences of Hidden Homeless Children, while not without merit, is disappointing in a variety of ways. The title, in a formal-legal sense, is not problematic, but as a practical matter it is quite misleading. Hallett's hidden homeless children are situated quite differently from the homeless as that term is commonly used and understood. In fact, they are not homeless at all. Using a contingency incorporated into the currently operative version of the Mckinney-Vento Homeless Assistance Act, Hallett focuses on adolescent high school students who are housed in "doubled-up" fashion, meaning that one or more familial groups, because of economic hardship, has sought refuge in the same dwelling as another. Mckinney-Vento now defines doubled-up students as homeless.
Hallett acknowledges that the adolescents he studied did not think of themselves as homeless or otherwise unconventional, and they were not subjected to the spirit-breaking stress and lethal misadventures that are everyday threats to those who actually live on the streets. Furthermore, Hallett's account makes abundantly clear that McKinney-Vento is routinely ignored by school administrative personnel. In addition, adults occupying parental roles are typically ignorant of the material resources and less restrictive regulations made available by McKinney-Vento for removing obstacles to educational achievement posed by homelessness, in whatever form. Moreover, Hallett understands that doubling-up sometimes has a cultural or other non-economic provenance. In short, while Hallett's research is worth doing, it seems reasonable to surmise that, whatever his intention, a rarely invoked federal statue lent his work a good deal of cachet, interest, and importance that otherwise would have been missing. Hallett's book is undeniably about homeless high school students as the law is currently written, but in my view it tells us little or nothing about homelessness as adolescents actually live it.
Ethnographic research on the lives and circumstance of four high school students gives empirical content to Educational Experiences of Hidden Homeless Children. We see how they live, day to day, with the deprivations and cruel precariousness of urban poverty. In the world that we share, however, that condition is an increasingly common outrage.
On the other hand, someone wanting to make the perverse case that economically deprived high school students don't really have it so bad might use Hallett's research as a case in point. No one was going hungry. No one had inadequate clothing. Everyone had a safe place to sleep and access to indoor sanitation facilities. The adults provided a a paycheck-to-paycheck level of subsistence, and some worked two jobs. It's a tribute to their perseverance that the adolescents who depended on them didn't have it a lot tougher. They live in a terribly unfair world, but things could be much worse than they are.
Beyond that, it has become increasingly commonplace in recent years to argue that the damage done by poverty can be substantially mitigated by high school students and others who are sufficiently resilient. I've participated in evaluation of a program intended to enhance the resilience of girl's in a West Virginia middle school. The program's objective was to enhance early adolescent girls' self-esteem, thereby bolstering their ability to make use of schooling as a way to improve their future prospects. The program seemed to me to be hopelessly ineffective, but the existence of contextual and educational opportunities that may enable students to surpass expectations of those living in devalued circumstances provides the basis for what Hallett means by resilience. The author contends that his use of strength-based resiliency theory rather than a conventional deficit model allows us to see and make use of often-overlooked ameliorating factors and educational policies instituted to counter the debilitating effects of poverty.
Hallett, no doubt, is right in taking to task researchers and policy makers who focus exclusively on deficiencies in the lives of materially impoverished students. However, anyone who had read Annette Lareau's Home Advantage (2000) and Unequal Childhoods (2003), or Jeanne Anyon's Ghetto Schooling (1997) will recognize how difficult it is for less advantaged families and students to find and make use of protective factors to counter the risks imposed by poverty. Though the books just cited deal with different grade levels and student ages than Hallett's work, they seem quite pertinent, especially given the current emphasis on the early years of a student's education as providing a foundation for making best use of later opportunities.
Conceptually, Hallett makes a useful distinction between households that give rise to genuine merger of two or more households into one usefully unified group, as opposed to those where families remain separate and sometimes adversarial. While I'm sure that the former arrangement is preferable for promoting educational attainment, Hallett's ethnographic work does not constitute a strong case for this claim.
When all is said and done, the consequences of doubling-up as a form of homelessness seem a good deal less pernicious than one might imagine. Of the four students studied, two graduated from high school, and a third was on track to graduate, hampered by her school's lack of a guidance counselor.
One student had enrolled at the University of California-Riverside and another at California State University - Northridge. Only one became submerged in what gave evidence of being a sad replication of the life of poverty in which he was born. Hallett is correct in anticipating that the most successful students will be those who make best use of opportunities for social networking with knowledgeable and well positioned friends and mentors, and that they will make best use of school resources, such as extra-curricular activities. The more important question of why some make the most of their circumstances and others do not is difficult to answer. Differences in doubled-up family structure appear to have little to do with it, but it seems safe to assume that merged and harmonious households are in various ways beneficial.
I realize that this review is largely unfavorable and that I may have inadvertently given short-shrift to the merits of Hallett's research. I suspect that my expectations for this book were unduly elevated by its unfortunate title contrasted with the substance that its author actually provided.
1 of 2 people found the following review helpful.
Educators -- don't miss this one~!
By Vicky S. Dill
What do you know about homeless youth living doubled-up? Their lives are not as safe or normal as most people think. This fabulous research will help educators understand the challenges homeless youth living in crowded conditions and without guidance might face.
1 of 2 people found the following review helpful.
Excellent
By donksi
An insightful journey into the live of teenagers living doubled up or homeless. Well written and informative. Interesting to follow the lives of these adolescents and their families.
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