Voices of Women Who Experienced Homelessness/Housing Insecurity While Caring for Young Children

• In Event: Literacy Everywhere!: Designing Supports for Early Literacy and Awareness for Families Experiencing Housing Instability

Abstract

In this paper, we present findings from an interview study with Family Experts (FEs), who we identify as persons who have recently exited experiences of H/HI, and experienced H/HI while caring for young children (birth to age 5). Homelessness and housing insecurity have a profound developmental impact on young children ages birth to five, affecting their overall development and their school readiness. Children who experience homelessness are four times more likely to show delayed development which can result in needs for special education, grade retention, and academic failure (Cutuli & Herbers, 2014; Haskett et al., 2016; Willard & Kulinna, 2012). This study explored how FEs experienced H/HI, how they coped with housing challenges, and what activities, supports and or methods they used to engage their young children in early learning activities given the challenges of their housing circumstances. We utilized a theoretical framework originated by Klimer, et al. (2012) and taken up and developed by Wright, et al. (2021), which posits that all parents and caregivers should be considered central and necessary partners/collaborators in their children’s lives and educational experiences. This is particularly true for vulnerable families, such as those experiencing H/HI, who frequently have limited resources, power and decision-making authority related to many aspects of their daily lives. Utilizing this theoretical perspective, our work in this phase aimed to understand and value FE’s experiences and educational goals for their young children as essential to any resources, interventions or designs related to their children’s education. The primary methodological approach of this phase was qualitative interviews with FEs. The study team utilized relationships established through meetings with Community Experts (CEs), including shelter directors, McKinney-Vento liaisons, fair housing advocates, public health workers, library and community center directors. Researchers sent inquiry emails to CEs that were forwarded to FEs who met the criteria of the project (individuals with a child ages birth to 5 who has recently exited the experience of H/HI). FEs contacted researchers to set up an interview in person, by phone, or on Zoom. Interviews were recorded and transcribed, and coded using NVivo14. We utilized a qualitative, iterative coding approach. Key themes were identified via memo writing as we completed the two rounds of coding. Throughout the coding period, researchers met and compared examples, discussed codes and explored understandings to ensure joint agreement and conceptualization of the analyses. While 18 FEs were recruited to participate, 10 completed the interview. The interviews included questions about H/HI experiences, access to early care and education, families’ literacy practices, child and family interests in play, and language and literacy materials and practices. Five key findings were identified across the interviews. The findings represent common themes that cut across the majority of FE interviews. However, we have also sought to identify where some unique experiences of participants shifted and/or informed their experiences in unique ways. From the interview study, the team learned a great deal about what FEs perceive as both causing challenges and being supportive of the early learning needs of their young children while they were experiencing H/HI.

Author

• Katherine Kresin Delaney, University of Toledo