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EDUCATING TRANSIENT YOUTH:
INFLUENCE OF RESIDENTIAL INSTABILITY ON EDUCATIONAL RESILIENCE
by
Ronald Edward Hallett
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
December 2009
Copyright 2009 Ronald Edward Hallett
Object Description
| Title | Educating transient youth: influence of residential instability on educational resilience |
| Author | Hallett, Ronald Edward |
| Author email | rehallet@usc.edu; rhallett@pacific.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-06-29 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-08-27 |
| Advisor (committee chair) | Tierney, William G. |
| Advisor (committee member) |
Datnow, Amanda Ferguson, Kristin |
| Abstract | Homeless youth face many barriers that limit their ability to complete a high school diploma and transition to postsecondary education. The federal government passed the McKinney-Vento Act over 20 years ago to address issues of access to public education for homeless youth. The most recent reauthorization of the law expanded the definition of homelessness to include youth living doubled-up--a residential situation that occurs when more than one family is forced to live together as a result of economic hardship. Although these youth represent over half of the students covered by the federal law, few studies have been conducted to understand their experiences. Framed by Resiliency Theory, this dissertation study investigated how living doubled up influenced the youth’s educational participation. The seven month case study of four adolescents living in Los Angeles used data gathered from interviews, observations and document analysis to identify risk and protective characteristics of the youth’s experiences. This dissertation demonstrated how complex the residential situations were as well as identifying aspects of living doubled-up that encouraged educational success. Main findings from the study suggest that: (1) families have multiple ways of arranging doubled-up residences; (2) how the families structure the doubled-up residences influences educational resilience; and, (3) the social network outside the home shapes how youth living doubled-up understand the educational process. |
| Keyword | homeless youth; resilience; sociology of education; low-income families; poverty; social context |
| Geographic subject (city or populated place) | Los Angeles |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2576 |
| Contributing entity | University of Southern California |
| Rights | Hallett, Ronald Edward |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Hallett-3106 |
| Archival file | uscthesesreloadpub_Volume29/etd-Hallett-3106.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | EDUCATING TRANSIENT YOUTH: INFLUENCE OF RESIDENTIAL INSTABILITY ON EDUCATIONAL RESILIENCE by Ronald Edward Hallett A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (EDUCATION) December 2009 Copyright 2009 Ronald Edward Hallett |
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