Experiences and Challenges of School Counselors and Liaisons Supporting the College Readiness of Homeless Students

• In Event: Expanding Educational Opportunity for All Students

Abstract

Students experiencing homelessness face challenges in becoming college-ready, including confusion over the college-going process, a lack of a support system, lower college aspirations than their housed peers, and limited resources to attend college, such as housing or financial aid (Goldrick-Rab, Broton, & Eisenberg, 2015; Gupton, 2009; Hart, 2017). With this in mind, the McKinney-Vento Homeless Assistance Act (i.e. the primary federal legislation that addresses homeless education), was recently amended to include a provision that states “the local liaison, along with guidance [school] counselors and other LEA staff tasked with college preparation, should ensure that all homeless high school students receive information and individualized counseling regarding college readiness, college selection, the application process, financial aid, and the availability of on-campus supports” (United States Department of Education, 2016a, p. 48). Through tailored approaches, both local liaisons and school counselors can support the college preparation of students experiencing homelessness.
Using Creswell’s (2009) sequential explanatory mixed methods approach, where qualitative research follows a quantitative study to help explain the results, this present study seeks to explain the research finding that school counselors have limited involvement in the college process with homeless students (Gaenzle, 2012; Havlik & Bryan, 2015; Havlik, Rowley, Neason, Puckett, & Wilson, in press). Further, since there is virtually no research on how local liaisons and school counselors are addressing the recent McKinney-Vento revisions, this study will fill a gap in the current knowledge. Therefore, the purpose of this study is to explore the roles and experiences of school counselors and local liaisons in providing career and college support for students experiencing by addressing two results questions:

1. What is the experience of high school counselors and local liaisons supporting students experiencing homelessness in their college and career preparation and readiness?
2. How are school counselors and local liaisons addressing the recent changes focused on college and career readiness in the McKinney-Vento legislation?

An interpretative phenomenological lens (IPA), using interviews as a primary data source will be used to learn more about how participants make sense of their experiences working with this population (Creswell, 2007; Smith, Flowers, & Larkin, 2012). Participants targeted for this study include current high school counselors and local homeless liaisons. We anticipate continuing to collect data until themes are redundant (Wertz, 2005), with an estimated 6-10 individuals in each of the two participant groups (Smith et al., 2012). Interviews include flexible questions designed to allow participants to share their personal experiences (Smith, Flowers, & Larkin, 2012). Participants will discuss specific experiences and challenges providing college support for students experiencing homelessness. With over 323,000 students experiencing homelessness enrolled in 9th-12th grades across the U.S. (National Center for Homeless Education [NCHE], 2016) the results of this timely study (which will be completed by January 2018) will impact educational policy and practices pertaining to students experiencing homelessness in their college and career preparation.

Authors

• Stacey Havlik, Villanova University

• Jarrett Gupton, University of Minnesota