Toward a Framework for Supporting College Students Experiencing Homelessness

• In Event: Graduation (and Beyond) for Youth Experiencing Homelessness: New Ideas From New Sources

Abstract

Purpose

Higher education is often the gateway to upward mobility for students experiencing homelessness (SEH), but there is little research on this population. Even less is known about programs and services to support them at the university level. The McKinney-Vento Homeless Act (MVA) of 1987 is the primary legislation that mandates duties and provides funding for K-12 homeless education (Section 722(g)(1)(J)(ii)), but it does not apply to colleges. The Higher Education Opportunity Act (HEOA) was signed 21 years later, in 2008 (NAEHCY, 2018), and its most recent amendment requires coordination from universities and expansion of services beyond federal TRIO programs (HEASHFY, 2022). States are also implementing similar policies, which led to the central question of this study: how do university liaisons respond to homelessness on their campuses?

Theoretical Framework

Terenzini and Reason’s (2005) college impact model (Figure 1) is a comprehensive way to understand student persistence in secondary education. The model focuses primarily on pre-college student characteristics and K-12 homeless education and organizational contexts, and can help us evaluate how universities create and implement programs and services for SEH. As new policies are being introduced on both the federal and state levels, it is critical to see how universities are addressing the model’s first two components of college access for homeless students.

Methods

This study used a comparative multiple case study approach to explore how university liaisons (ULs) are responding to homelessness on their campuses. Participants for this study were recruited by convenience sampling. Interviews were conducted in a semi-structured format. ULs described the programs and services their campuses provide and how effective they perceive them to be. In addition to interviews with ULs in two very different states, data for this study included an examination of HEOA, Senate Bill 3616, Louisiana HB 906, and Illinois Higher Education Housing and Opportunity Act (Figure 2).

Results

Initial findings indicated how assisting students experiencing homelessness helps their overall academic success, with particular emphasis on the importance of early financial aid applications and the need for academic support. Moreover, ULs opined that programs and services should be intentional and easily accessible to support homeless students. They further identified collaboration with other departments and timing are critical aspects of successful programs. A few areas of improvement they noted included increasing awareness, providing more resources, and addressing the stigma surrounding homelessness.

Conclusions

Homelessness in higher education is not a new topic, and many universities have been addressing the issue informally for decades. Now with legislation requiring universities to formally serve this student population, there is time to design and implement evidence-based programs. My study represents an initial foray into ULs’ ideas about serving this population. Their interviews point to the need for a more comprehensive and holistic approach – addressing students’ immediate needs while also eliminating other barriers they face to access and success in college. In addition, ULs want to learn and collaborate, seeking more support in in funding, training, staffing, and resources to improve overall success for SEH and the university.

Author

• Brandy Gros, Louisiana State University