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Amplifying Homeless Students' Voices in Education: Insights and Recommendations

Explore the impact of homelessness on students' education, interventions that work, and the need for educators to listen. Learn from students' stories to enhance support and promote academic success. Discover program and community partnership opportunities to empower homeless students. Contact Kathy M. Wigtil for more information.

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Amplifying Homeless Students' Voices in Education: Insights and Recommendations

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  1. Giving voice to students experiencing homelessness:Sharing lessons from students’ stories Kathy Mustacato Wigtil, Ed.D. Department of Curriculum & Instruction

  2. Presentation Agenda • Why give students a voice? • What did they say about how homelessness influenced their education? • What did we learn from listening? • Discussion and Questions

  3. Why give students a voice?

  4. What do educational theorists say?Culturally Responsive Teaching (CRT) &Care Ethics

  5. Why do educators need to listen? • Lack of current studies related to achievement and educational outcomes for homeless students (Cowen, 2017; Ingrim et al., 2016) • A need to understand what factors contribute to educational resiliency and academic success (Bryan, 2015; MacDonald, 2013)

  6. We need data, but…

  7. We need stories… • Portraiture: a term described by Lawrence-Lightfoot and Davis (1997) as a “method of inquiry and documentation” (p. 3) to share the students’ voices in a way that develops a rich, complex story of their experiences with homelessness and schooling Source: Sports Illustrated, October, 2014

  8. Here is what I asked students? • How has homelessness influenced the student’s educational outcome? • What interventions did the student find the most helpful? • What interventions did the student find the least helpful?

  9. Participants

  10. Here is what they talked about…

  11. Here’s what I concluded: For Educators • Need Social Workers and Counselors who are trauma trained • Need Community Partners • Create opportunities to include students • Post-secondarytraining

  12. Here’s what we can do: • Programs • On Your Own: Navigating the Road to Independence (Jumper, 2010) – Support groups for students transitioning to post-secondary life • Student Advisory Boards (Aviles de Bradley, 2015; Nieto, 2013) – Seeking student input on programs and initiatives • Florida State University’s Unconquered Scholars Program (Field, 2015; Jackson, 2017). • Community Partnerships • Using Social Work Interns • Food Pantries & Resale Shops/Clothes Closets • SNAP benefits

  13. Discussion - take a few minutes to share with your neighbor(s): can you think of ways to include students’ stories in your work? What would that look like?Questions? Kathy M. Wigtil, kathy_wigtil@baylor.edu

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