The ties that bind: The roles of family, community, and school in the educational experiences of homeless children.
Item
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Title
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The ties that bind: The roles of family, community, and school in the educational experiences of homeless children.
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Identifier
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AAI9630467
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identifier
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9630467
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Creator
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Imbimbo, Josephine E.
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Contributor
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Adviser: Leanne G. Rivlin
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Date
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1996
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Language
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English
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Publisher
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City University of New York.
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Subject
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Sociology, Public and Social Welfare | Sociology, Individual and Family Studies | Women's Studies | Education, Guidance and Counseling
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Abstract
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This study examined the educational experiences and academic achievement of elementary school-age homeless children living with their mothers in temporary housing facilities in New York City. The relationships among school achievement, attitude toward school, residential and school mobility, the families' social support network, and the institutional support available to and used by the families were investigated.;A total of 31 children and their mothers were interviewed, as well as 15 teachers. The interviews used a semi-structured, open-ended format. The social support network of the mothers was assessed using the Norbeck Social Support Questionnaire. Educational data for the children (reading and mathematics achievement, attendance, and promotion) were obtained from the children's school records through the New York City Public Schools.;The study found that children who obtained average to above average scores on achievement tests taken the year they were in the temporary housing facility had a history of fewer residential and school changes, had more contact with their fathers, and had mothers with a more extensive social network than those who scored below average to poorly. Examining the school environment from the perspectives of the children, their mothers, and teachers, this study found that, for the most part, the school environment did not support the academic, social, or emotional development of the children. The participants described inappropriate educational practices, extensive school violence, including the maltreatment of students by school staff, and the exclusion of families in the educational process. Most of the children had "disconnected" themselves from the learning process, which they expressed through acting out in or withdrawing from school. Those children who managed to stay connected and committed to the learning process, despite their negative experiences, tended to have had positive learning experiences in the past and a positive image of themselves as learners, which was typically reinforced by their mothers from early on in their educational history.;This study concluded that to increase the chances of educational success for homeless children and all children living in poverty, policy changes need to be directed toward stabilizing families economically as well as improving the school environment.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
