National Estimates of Housing Insecurity in Higher Education

• In Event: Homelessness and Housing Insecurity in Higher Education

Abstract

Objective/Purpose: There is widespread attention to the problem of low college completion rates, particularly among economically disadvantaged students. Reviews of evidence on the contributing factors tend to emphasize insufficient academic preparation, a lack of information about how to navigate college, poor “fit” between the student and college, and financial constraints but rarely consider whether students have sufficient access to housing.
Housing insecurity exists on a spectrum: the most extreme case is homelessness where individuals lack a fixed, regular, and adequate nighttime residence. Individuals staying at shelters and in abandoned buildings or cars as well as those who have been thrown out or evicted or do not have a home or place to sleep at night are considered homeless. Other dimensions of housing insecurity are unaffordability, measured as difficulty making rent payments or an inability to pay the full amount of rent or utilities, and instability which includes moving two or more times per year, doubling up with other families, or moving in with others due to financial problems. Individuals in any of these circumstances are termed “housing insecure.”
This paper will report on three largest national surveys of housing insecurity conducted to date to estimate how many students are affected and which subgroups of students are particularly affected. Finally, the paper will include a discussion of a new experimental intervention study testing the impact of housing vouchers on community college students.
Perspective/Theoretical Framework: Theories of learning and empirical research indicate that human beings have a range of needs, and that the most basic of these—adequate food and secure housing—must be established before other needs—including higher education—can be successfully obtained (Alaimo, 2005; Maslow, 1943). For example, research on children indicates an inverse relationship between material hardships like housing insecurity, and cognitive and developmental outcomes that include academic achievement (e.g., Jyoti, Frongillo, & Jones, 2005). Moreover, conditions of scarcity may also reduce the cognitive capacity to work toward educational tasks or goals because of the cognitive load dedicated to addressing near-term needs (Mullainathan & Shafir, 2013).
Methods/Mode of Inquiry and Data Sources: The paper draws on three surveys conducted between 2015-17.  Survey #1 included over 4,000 students at 10 community colleges in 7 states, and Survey #2 included more than 33,000 students at 70 community colleges in 24 states. Survey #3 is being conducted this fall and will include at least 50 two-year and four-year colleges and universities in the public, private, and for-profit sectors.  Analyses specific to homeless students will be described, drawing on detailed information about the resources and constraints encountered by those students.
Results/Conclusions: Surveys 1 and 2 estimated that 13-14% of community college students are homeless, and these represent a subset of the approximately 50% of community college students who are housing insecure.  Former foster youth and race/ethnic minorities are at greater risk of housing insecurity and homelessness.  Survey 3 will add additional data on students at 4-year institution.

Authors

• Sara Goldrick-Rab, Temple University

• Katharine Broton, University of Iowa