Doctoral Degrees (Educational Psychology)

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Browsing Doctoral Degrees (Educational Psychology) by Subject "African American teenage mothers"

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    Educational and psychosocial experiences of women university students who became teenage mothers whilst at school
    (Stellenbosch : Stellenbosch University, 2023-03) Haufiku, Anneli Ndapandula; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: The Namibian education policy, emphasising inclusion, has enabled teenage mothers to return to school after giving birth and to complete their schooling. Despite the inclusion policy, there seem to be few studies on teenage parents who completed their schooling and continued their education at university. This qualitative case study focuses on women who became pregnant while at school and who are now university students. It specifically explores the factors that assist women to remain in and complete high school, as well as the factors that assisted them to access university. Through this study, a deeper understanding was sought of what motivates women to succeed despite challenges attached to school pregnancy. This study draws on the integration of three theoretical strands at various levels, namely metatheory (Bronfenbrenner's ecological theory), individual and interpersonal theories (possible selves), and political and social levels (feminist theory), with a focus on Iris Marion Young's five faces of oppression. Based on the pre-established selection criteria, a sample of 12 university students who became pregnant while at school was chosen carefully. Individual semi-structured interviews with the aid of an interview guide were used to gather data. This study adopted a strengths-based approach rather than the deficit approach that is frequently used when researching marginalised groups, in this case, African women who have had teenage pregnancies. The study revealed that changing the policy had a positive impact on women's educational pathways. The NAMCOL programme – the university’s mature-age entry scheme, and NSFAF funding enabled the research participants to access university. Women’s self-motivation and the holistic systemic support they received strengthened their ability to remain in school and access university. The findings contest deficit approaches to teenage pregnancy, which frequently contend that African women who become pregnant while still in their adolescence are doomed to failure in terms of educational success. This is one of the few studies conducted outside of South Africa on young women's educational pathways after having teenage pregnancies in African contexts.