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Drawing on a rightful presence framework, dialogic interviews with educators and school leaders, and materials from street schools, the study analyzes how schools support students’ educational rights amid ongoing political struggle. Findings show street schools both criticize and intentionally reject existing educational structures, despite consequences, and clarify where system change is needed for equity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/educational-equity-for-street-youth-examining-street-schools-through-the-lense-of-rightful-presence/590388/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/educational-equity-for-street-youth-examining-street-schools-through-the-lense-of-rightful-presence/590388.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study focus on regarding street youth education?","Question",{"text":112,"@type":113},"The study focuses on how street youth face exclusionary tendencies in German regular schools, leading to early leaving from school and larger graduation gaps.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the authors investigate street schools’ role in educational equity?",{"text":117,"@type":113},"The analysis uses a rightful presence framework and draws on dialogic interviews with educators and school leaders, as well as mission statements and websites of street schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about how street schools respond to educational inequality?",{"text":121,"@type":113},"The findings indicate that street schools not only criticize existing educational structures, but also consciously reject them while working to support students’ educational rights.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590388,1792231382,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–19 DOI: 10. 1177/23328584251378078  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nEducational Equity for Street Youth: Examining Street Schools through  \nthe Lense of Rightful Presence  \nMatthias Fischer  \nHeidelberg University of Education  \nAngela Calabrese Barton  \nUniversity of Michigan  \nStreet youth experience similar exclusionary tendencies in German regular schools as in the society at large. These negative schooling experiences push many street youth out of school, leading to graduation gaps and causing street careers to emerge.  \nStreet schools have responded to these inequalities, offering street youth more humanizing alternatives. Drawing upon a rightful presence framework, dialogic interviews with 14 educators and 10 school leaders, mission statements, and websites of street schools, we sought to understand how street schools may foster equitable educational opportunities for their students. Analysis focused on how street schools’educators and leaders engage in an ongoing political struggle to support their students’educational rights. Findings reveal that street schools not only criticize existing structures of the educational system, but also consciously reject them—despite consequences. The findings accentuate where and how the systems of schooling need to change to facilitate educational equity for street youth.  \nKeywords: Adult education, alternative schools, at-risk students, content analysis, continuing education, dropouts, equity, Germany, homelessness, in-depth interviewing, marginalization, minorities, multi-site studies, qualitative research, secondchance education, social justice, street youth  \nIntroduction  \nOn a cold fall day, we visited Street School A. From the outside, the building did not look like a typical school. Only a small sign indicated its purpose. Upon entering, we found ourselves in the middle of a large, warm, and winding room full of life. An LGBTQ flag was displayed in one corner, signaling that everyone is welcome. Clusters of tables were scattered around the room, and groups of youth, some with and some without educators, were working together. We also noticed some youths taking a break on a sofa and others making themselves food in the kitchen corner.  \nAs the school leader showed us around, she asked a group of three girls if they would like to talk to us. We noticed a dog lying relaxed under the chair of one of the girls. Mandy, Bernice, and Esther (names changed) had all dropped out of regular school 1 and were now at the street school, hoping to obtain a school diploma. The girls told us about their negative experiences in regular schools, although they did not go into detail. They also told us that their experiences at their street school differ significantly. For example, they no longer feel like outsiders but rather feel fully accepted.  \nDropping out of school early and (lived experiences of) being unhoused are common but not required elements of youth who attend street schools in Germany. Mandy, Bernice, and Esther belong to this group of street youth,2 of which there are approximately 37,000 people in Germany (Hoch, 2017). This group consists of youth up to and including age 26 who either experience homelessness or who were/ are at risk of becoming homeless. A second defining characteristic is an existing detachment process from “normal”socialization instances, such as school and family, and an orientation toward the “street”(Hoch, 2016) . While there are no newer figures on street youths since Hoch (2017), official statistics show the rapid growth of youth homelessness in general. With around 194,000 homeless minors and young adults in 2024, the figures have doubled in the last two years (Bundesministerium für Wohnen, Stadtent","cbCaigMizN9Rm8jz","https://ap.wps.com/l/cbCaigMizN9Rm8jz","pdf",488318,"English","# Introduction\n## Street youth experiences and exclusion in regular schools\n## Street schools as alternatives and rightful presence framework\n## Study approach: interviews and institutional materials","[{\"question\":\"What problem does the study focus on regarding street youth education?\",\"answer\":\"The study focuses on how street youth face exclusionary tendencies in German regular schools, leading to early leaving from school and larger graduation gaps.\"},{\"question\":\"How do the authors investigate street schools’ role in educational equity?\",\"answer\":\"The analysis uses a rightful presence framework and draws on dialogic interviews with educators and school leaders, as well as mission statements and websites of street schools.\"},{\"question\":\"What do the findings suggest about how street schools respond to educational inequality?\",\"answer\":\"The findings indicate that street schools not only criticize existing educational structures, but also consciously reject them while working to support students’ educational rights.\"}]","Educational Equity for Street Youth - Examining Street Schools through the Lense of Rightful Presence | PDF",1792069534,48]