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Abstract
As youth who are experiencing homelessness emerging into adulthood, their social and academic outcomes can greatly influence their social mobility. However, very little research can be found on Black youth who are experiencing homelessness and their school and social experiences. While homelessness can create challenges inside and outside the classroom, other factors such as race and gender might also impact an individuals educational and social outcomes. This study used a qualitative narrative inquiry approach to elicit the stories of fourteen Black youth ages 18-21 who were experiencing homelessness to examine the complexities of homelessness, race, class, and gender. Participants were recruited from two sites in Georgia that serve youth who are homeless. Through semi-structured interviews, participant observations, and field notes, data was collected to understand how the participants lived experience and schooling experience shaped their current lives and possible future. Critical race theory and intersectionality frameworks were applied to the data to analyze the role of race, class, and gender had on the participants lived experiences. Results show that 1) participantsacademic performances were greatly affected by inequitable resources and opportunities inside and outside of school; 2) people at school often played a greater role in the participants lives than their family; 3) females experienced housing options differently than males; 4) there was a stigma attached to being Black and being homeless thatimposed societal and school limitations; 5) although school did not provide them with needed life skills, they still valued earning educational credentials. While the participants presented some recommendations on how to improve the schooling experience of youth who are homeless, more research is necessary to better address the cultural and educational needs of Black youth who are experiencing homelessness.