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This descriptive study compared life events in the lives of pregnant (n = 23) and non-pregnant (n = 23) adolescents using a developmental model. A 51-item life events checklist adapted from Robbins (1981) and Johnson and McCutcheon (1980) was used to identify occurrence and perception (good or bad) of life events. Mean ages were 17.3 (pregnant) an 17.0 (non-pregnant). Ethnic representation was Hispanic (n = 28), Anglo (n = 14), American Indian (n = 2), and Black (n = 2). One pregnant and seven non-pregnant adolescents were employed. Thirty-nine adolescents lived with their parents, and seven lived on their own. Pregnancy of sister or close friend, an increased number of arguments between parents, a change in parents' financial status, and trouble with brother or sister were reported by more than 50% of the total. No significant difference existed in either the total number or perception of life events between groups. In addition, the developmental adaptation categories revealed no significant statistical difference.

<p>Teenage pregnancy and motherhood is a challenging phenomenon worldwide. The goal of this study was to explore and describe the perceptions and experiencesof a sample of teenage girls about pregnancy, birth and motherhood. The objectives of the research were to engage voluntary participants in autobiographical &quot / life stories&quot / and semi structured interviews relating to the phenomenon being studied / to analyze the qualitative information and do a literature control of the findings and compare and verify and make appropriate conclusions and recommendations.</p>

The problem of this study was an investigation into the relationships between personality adjustment and perceived behavior in school and dormitory life of the residents of Boys Ranch, Texas.

The purpose of this study is to examine the problems that pregnant teenagers encounter at school and at home while they are trying to complete their high school education. Data were collected by in-depth interviews. Twenty pregnant adolescents, who were between the ages of 15 through 18, and were participants in a special teen pregnancy program were interviewed. The major findings in this study included the respondents': 1) unstable family life histories, 2) denial that they were pregnant, 3) need for self-identity as an adult, 4) conflict with parents and 5) motivation to complete their high school education. This study points to the need for more research on the problems that pregnant adolescents encounter in their everyday lives.

A research report submitted in partial fulfilment of the requirements for the degree of Masters of Arts in Anthropology Department of Anthropology Faculty of Humanities University of the Witwatersrand March 2017 / This study explores the experiences of teenage pregnancy and motherhood among two generations of mothers living in Johannesburg, South Africa. This engagement with gendered subjectivity took the form of ethnographic fieldwork conducted with three older women (35 to 42 years old) who gave birth between the ages of 16 and 18; as well as five young women aged 18-19 who became mothers during their teenage years. Using a social constructionist framework, the study explores the gendered nature of teenage pregnancy by discussing the narratives of women before and after having their first child. It argues that gendered experiences of teenage pregnancy play a crucial role in local understandings and practices of good motherhood. In particular, being a good mother for the older women in the study meant doing their best as parents to prevent teenage pregnancy in the younger generation. The women saw this as the best way to safeguard their daughters’ social reputations and educational futures in a context that considers teenage pregnancy to be unacceptable. When their attempts at preventing pregnancy proved unsuccessful, the older women were cast as inadequate parents who were partly to blame for their daughters’ pregnancies. / MT2018

The research report submitted to the Faculty of Humanities, University of Witwatersrand, Johannesburg in fulfilment of the requirements for awarding the degree of Masters of Arts in Demography and Population Studies, 2017 / GR2018

by Wong Sai Yun. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 119-123). / Acknowledgments --- p.i / Abstract --- p.ii / Chapter Chapter 1 --- Introduction / Research Problem --- p.1 / Literature Review --- p.2 / Theoretical Framework --- p.5 / Methodology --- p.12 / Organization of the Thesis --- p.18 / Chapter Chapter 2 --- The Community of Tuen Mun / Tuen Mun as an Isolated Community --- p.20 / Social Changes --- p.25 / Gender in Tuen Mun --- p.28 / Chapter Chapter 3 --- Structuration of Braveheart Secondary School / The Education System in Hong Kong --- p.31 / The School --- p.34 / Domination: Curricular Streaming and Career Expectations --- p.36 / Legitimation: The Morning Assembly --- p.48 / Signification： The School Uniform --- p.51 / Chapter Chapter 4 --- Sex Segregation in the Classroom / Authorized Gender --- p.60 / Formal and Informal Seating Plan --- p.69 / Marginalization of Female Students --- p.74 / Chapter Chapter 5 --- Constructing Adolescent Femininity in Extra-curricular Activities and Leisure / Compulsory Activities --- p.85 / Interest Clubs --- p.95 / Leisure --- p.98 / Chapter Chapter 6 --- Conclusion： Adolescent Femininity / Socio-Cultural Milieu --- p.108 / The Genderized Ecology of Tuen Mun --- p.109 / Schooling in the Braveheart Secondary School --- p.111 / Teenage Girls as Agents --- p.114 / Glossary --- p.118 / References Cited --- p.119

Thesis (M.A) -- University of Limpopo, 2008 / Refer to document

Thesis (M.Ed. (Curriculum Studies) --University of Limpopo, 2013 / This qualitative study was conducted to explore the challenges experienced by teenage mothers in Hlanganani South Circuit Secondary Schools in the Vhembe District in Limpopo, South Africa. Hlanganani South circuit is made up of seven secondary schools and out of these seven three were sampled because of their vicinity and the high number of teenage mothers in them. A purposive sample was conducted wherein twelve teenage mothers aged between twelve to eighteen years, three educators and three School Management Team members from these secondary schools were sampled to explore the challenges that teenage mothers come across in these schools. Data were collected using two methods, namely: semi structured interview and documents analysis. Semi structured interviews were used to gather information from both teenage mothers and educators while documents such as period registers, attendance registers, morning study registers, permission register, winter enrichment programme registers, afternoon study register, quarterly schedules and continuous assessment tasks were used to explore the challenges faced by teenage mothers in secondary schools. Data from semi structured interview with teenage mothers were analysed and the following themes and categories emerged: difficulty in balancing schooling and motherhood, negative attitude by educators towards teenage mothers, negative attitude of peers, lack of extra lessons/catch up programmes for teenage mothers, lack of optional tasks/tests for teenage mothers, lack of counselling and support for teenage mothers, and lack of structures for teenage mothers. On analysing data from educators, the following categories emerged: lack of cooperation from teenage mothers, lack of commitment by teenage mothers on academic matters, poor school attendance, lack of time for extra lessons, and lack of time for optional tasks/tests. The analysis of data from documents indicated habitual absenteeism, dodging of lessons (morning and afternoon), missing tasks and poor performance by teenage mothers. The key findings of the transcribed interviews indicated that teenage mothers had difficulty in balancing schooling and taking care of their children, because they lacked support from their educators, peers, parents and the community at large. In order for teenage mothers to succeed with their schooling, maximum support is needed from all stake holders, that is peers, parents, educators and the whole community structures.