Doubling Up: A Voice of Hidden Homelessness in a Single Gendered High School
Abstract
In response to research suggesting its benefits in improving educational outcomes for some students of color, changes in Title IX legislation, and the call to close the perceived achievement gaps, several single-gender schools have been established in low-income neighborhoods to provide academic-based access to low-income ethnic minority student populations. Additionally within the last 20 years, Congress drafted legislation to try to eliminate some of the barriers to academic success many homeless children face, including those who are living in doubled up situations. While there is some but limited research examining the influence of the neighborhood school in general in the lives of this subgroup of homeless children, there have been no studies exploring the experiences of this population of students in second generation single gender school model. Second generation single gender schools are those that have been expressly established after the change in Title IX to improve academic outcomes for low income students of color.
Through the theoretical lens of Black Feminist Thought and Possible Selves, the author sought to explore the experiences of a young Woman of Color in a doubled-up housing situation, attending a second generation single gender school. In this presentation the author reviews related literature; explores the narrative story of a young Woman of Color who attended a second generation single gender school; and discusses a plan of advocacy for this subset of homeless students.
Presentation Description
Through the theoretical lens of Black Feminist Thought and Possible Selves, the presenter explores the experiences of a young Woman of Color in a doubled-up housing situation attending a second generation single gender school. In this presentation, the author highlights the narrative voice of a young Woman of Color who attended a second generation single gender school and presents a plan of advocacy for this subset of homeless students.
Location
Forsyth
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Jamison, Cheryl, "Doubling Up: A Voice of Hidden Homelessness in a Single Gendered High School" (2016). Curriculum Studies Summer Collaborative. 18.
https://digitalcommons.georgiasouthern.edu/cssc/2016/2016/18
Doubling Up: A Voice of Hidden Homelessness in a Single Gendered High School
Forsyth
In response to research suggesting its benefits in improving educational outcomes for some students of color, changes in Title IX legislation, and the call to close the perceived achievement gaps, several single-gender schools have been established in low-income neighborhoods to provide academic-based access to low-income ethnic minority student populations. Additionally within the last 20 years, Congress drafted legislation to try to eliminate some of the barriers to academic success many homeless children face, including those who are living in doubled up situations. While there is some but limited research examining the influence of the neighborhood school in general in the lives of this subgroup of homeless children, there have been no studies exploring the experiences of this population of students in second generation single gender school model. Second generation single gender schools are those that have been expressly established after the change in Title IX to improve academic outcomes for low income students of color.
Through the theoretical lens of Black Feminist Thought and Possible Selves, the author sought to explore the experiences of a young Woman of Color in a doubled-up housing situation, attending a second generation single gender school. In this presentation the author reviews related literature; explores the narrative story of a young Woman of Color who attended a second generation single gender school; and discusses a plan of advocacy for this subset of homeless students.
