Mckinney accounting individuals experiencing housing

Professor Aviles and Professor Stovall asserts Awareness and recognition of students experiences with housing instability via the proposal of legislation is an appropriate and necessary response. However, similar to K-12 homeless education policy known as the McKinney-Vento Act failure to incorporate language into the legislation accounting for the disproportionate representation of Black and Latinx students amongst populations of individuals experiencing housing instability will likely be limited in reach.

Where policy is often constructed to address broad-based issues and concerns, race is often the category that receives the least attention and language in policies aimed to address systemic disparities. As noted by Critical Race Theory CRT scholar David Gillborn, educational policy that does not explicitly address racial inequities serves to reinforce mechanisms of white supremacy functioning within schools and society.

This article seeks to center the racial dynamics of institutions of higher education in relation to the experiences of students of color identified as unstably housed. As such, our analysis seeks to interrogate race in regards to educational access, support and matriculation for students of color, specifically Black students in higher education. Given the continued colorblind approach inherent to the development of educational policies, it is clear that the continued and increasing disproportionality of Black students and other students of color experiencing housing instability deserves explicit attention.

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