Exploring Schooling and Educational Attainment through the Experiences of Homeless Youth
Notice bibliographique
Résumé
This research demonstrates that homelessness significantly impacts a young persons academic engagement and attainment. Education is a topic that remains at the core of many debates regarding young people, and is central to our understanding of what can lead to better employment and economic opportunities and overall well-being. However, youth who experience homelessness face extreme forms of social exclusion. Many come to the streets having to forego formal education. A high percentage of youth who become homeless are forced to leave school, and the complexities of homelessness disrupt their educational experiences. \n \nIt is unclear how the education system in Canada – a key statutory institution in young peoples lives – and the youth homelessness sector respond to the disengagement of these youth from school. In our common approaches to supporting homeless youth, Canadian aid agencies respond by providing emergency services, such as shelter, food, counselling, and other supports. Unfortunately, education is often not prioritized; rather, reactive emergency services adopt a neoliberal orientation towards young people to help them become independent, focusing on training them for the job market. The focus shifts to paid work and therefore self-sufficiency; as a result, education is considered a part of the young persons past rather than their future. \n \nThis dissertation includes analysis and research findings that are directly informed by surveys and interviews with 40 homeless youth from York Region, in Ontario, Canada. Their narratives reveal that it is nearly impossible to remain in school while homeless due to housing and familial instability, mental health challenges, and challenges in school. Social exclusion theory and a critique of neoliberalism highlights why young people get stuck in a cycle of poverty and homelessness, and a psychoanalytic lens considers how listening to stories of suffering may awaken the self-reflexivity needed to evoke a more active response. Alongside the voices of youth and other scholars doing this important work, I insist that the education system, the homelessness sector, and community-based services prioritize educational attainment for homeless youth; this may allow them to remain in school, move forward with their lives, and prevent them from winding up on the streets.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».