Homeless Educational Policy

Abstract

A qualitative research study conducted in two public high schools in an urban area of the Midwest sought to explore the issue of race as it pertains to educational policy implementation for unaccompanied homeless youth of color. Critical Race Theory (CRT) served as the guiding frame and method, uncovering the underlying theme of race in school structures, adult perceptions, and McKinney–Vento policy. Findings indicate a need to further explore the role race plays in understanding, framing, and implementing McKinney–Vento policy in schools.