Do I Belong? Factors Contributing to the Development of Social Belonging of Children Who Are Homeless in Southeastern United States Shelters: A Multi-Case Study

Autor/in	Ott, Corilyn Mae
Titel	Do I Belong? Factors Contributing to the Development of Social Belonging of Children Who Are Homeless in Southeastern United States Shelters: A Multi-Case Study
Quelle	(2012), (267 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Alabama at Birmingham
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-1180-8
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Qualitative Research; Student School Relationship; Peer Acceptance; Homeless People; Social Bias; Mothers; Teachers; School Counselors; Data Analysis; Attitude Measures; Student Needs; Young Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Qualitative Forschung; Schüler-Lehrer-Beziehung; Homeless person; Homeless persons; Obdachloser; Mother; Mutter; Lehrer; Lehrerin; Lehrende; School counselor; Beratungslehrer; Pädagogischer Berater; Auswertung; Frühe Kindheit
Abstract	This qualitative multiple case study explored the factors that contribute to the development of social belonging in the classroom for children who are homeless age's five to seven. Previous empirical research has shown the importance of children who are homeless developing belonging in the classroom and other research has shown the negative effects when belonging does not develop. However, little research has focused on what contributes or impedes children's ability to develop belonging in the classroom while they are homeless. My study filled a gap in the literature by identifying these contributing factors. This study was conducted in two family shelters and two schools in the southeastern United States. The participants included five mother/child pairs, five teachers associated with each child, and two counselors (one from each school). The data analysis was conducted on two levels, within-case and across cases. With-in case analysis was conducted for three cases (a) children; (b) mothers; and (c) teachers and counselors. Themes and subthemes emerged for each of the cases. Cross-case analysis revealed both similarities and differences between the cases. The themes that emerged from all three cases included (a) acceptance; (b) stability; (c) interaction; (d) support; (e) deterrents to social belonging; and (f) understanding of social belonging. Narrative descriptions of the overarching themes created a picture of the factors that contribute to the development of social belonging in the classroom for children who are homeless. Through this qualitative study, school administrators, teachers, counselors, and mothers may have a better understanding of what aids and what impedes the development of social belonging in the classroom for children who are homeless, especially children age's five to seven. This study provided teachers and counselors with practical ways to increase the likelihood of belonging developing in the classroom. Lessons learned can be applied by teachers to any classroom but especially to classrooms with children who are homeless. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10