Existing gender inequality is believed to be heightened as a result of weather events and climate-related disasters that are likely to become more common in the future. We show that an already marginalized group-female-headed households in South Africa-is differentially affected by relatively modest levels of variation in rainfall, which households experience on a year-to-year basis. Data from three waves of the National Income Dynamics Survey in South Africa allow us to follow incomes of 4,162 households from 2006 to 2012. By observing how household income is affected by variation in rainfall relative to what is normally experienced during the rainy season in each district, our study employs a series of naturally occurring experiments that allow us to identify causal effects. We find that households where a single head can be identified based on residency or work status are more vulnerable to climate variability than households headed by two adults. Single male-headed households are more vulnerable because of lower initial earnings and, to a lesser extent, other household characteristics that contribute to economic disadvantages. However, this can only explain some of the differential vulnerability of female-headed households. This suggests that there are traits specific to female-headed households, such as limited access to protective social networks or other coping strategies, which makes this an important dimension of marginalization to consider for further research and policy in South Africa and other national contexts. Households headed by widows, never-married women, and women with a non-resident spouse (e.g., "left-behind" migrant households) are particularly vulnerable. We find vulnerable households only in districts where rainfall has a large effect on agricultural yields, and female-headed households remain vulnerable when accounting for dynamic impacts of rainfall on income.

<p>The objective of the study was to explore the conditions of every day life of child-headed households in South Africa. Following research questions were developed:</p><p>• How do South African children who are the head of the household perceive his or her life situation and the role as the household-head?</p><p>• How are the relations with siblings and other relatives?</p><p>• What kind of support do they need?</p><p>In order to fulfil the objective an interview study with the design as a case study was con-ducted. Seven children and young adults who had been heading household since under the age of 18 were found to be interviewed about their conditions of life. The result is presented as six case studies and is then discussed in the light of earlier knowledge on the subject as well as focusing on unique and mutual experienced of the informants. The results strongly support results in earlier research on life conditions for Child-headed households (CHH). Children living in CHHs face immense challenges and difficulties in their every day life and the sup-port given is not enough. Conclusions that are made include that improving assistance must be offered both in the dimensions of prevention of children living alone and immediate support to children already living in CHHs.</p>

The objective of the study was to explore the conditions of every day life of child-headed households in South Africa. Following research questions were developed: • How do South African children who are the head of the household perceive his or her life situation and the role as the household-head? • How are the relations with siblings and other relatives? • What kind of support do they need? In order to fulfil the objective an interview study with the design as a case study was con-ducted. Seven children and young adults who had been heading household since under the age of 18 were found to be interviewed about their conditions of life. The result is presented as six case studies and is then discussed in the light of earlier knowledge on the subject as well as focusing on unique and mutual experienced of the informants. The results strongly support results in earlier research on life conditions for Child-headed households (CHH). Children living in CHHs face immense challenges and difficulties in their every day life and the sup-port given is not enough. Conclusions that are made include that improving assistance must be offered both in the dimensions of prevention of children living alone and immediate support to children already living in CHHs.

The purpose of this study is to explore the processes of family resilience within a grandmother-headed household, caring for orphaned grandchildren, in a low socio-economic South African community. To do so, the researcher posed questions relating to the existing family processes, resources and how those are utilised to grow from adverse situations. A qualitative methodological design was followed to allow the accounts of the sample to emerge. A single grandmother-headed household was chosen to take part in a focus group. The transcriptions from the focus group was analysed using an in-depth inductive thematic analyses in order to induce themes that emerged from their experiences. These themes were then analysed in relation to the current literature on family resilience in grandmother-headed households. This study forms part of a larger longitudinal project headed by Dr R. Mampane, namely: Building resilience in families: The role of care workers in mitigating family risk factors. The themes that emerged as a result of the inductive thematic analysis were: spirituality; family resilience processes (communication, problem solving, roles and role reversal, emotional attachment, involvement, managing behaviour, and knowledge and respect of the individual); resources (inter-familial resources and external resources); the family’s perceptions (definition of the family and definition of adversity); and finally adversities (males, physical impairments, and inter- and intra-familial conflict, amongst others less pronounced). These findings answered questions regarding the process and support structures utilised by a grandmother-headed household to overcome and grow from their adversities. A conceptual model for family resilience was suggested. A better understanding of how a grandmother-headed household engages in resilient processes could assist various professionals and community healthcare workers identify processes of strength and the lack thereof in grandmotherheaded household who look after their orphaned grandchildren. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

The purpose of this study was to explore and understand the resilience processes employed by families from a low socio-economic background living in a predominantly black township (Mamelodi). The study further aimed to assess how the participants’ experiences have shaped their perceptions of their society. Walsh’s family resilience framework (2003) served as a conceptual framework for the study. Two grandparent-headed households were selected from an ongoing study at a nongovernmental organisation and drop-in centre in Mamelodi. A qualitative methodology was suitable for this study, because it aims to understand how the participants derive meaning from the social and cultural contexts within which they live. The two focus group discussions were conducted in isiZulu, with a translator present during the grandmothers’ focus group discussion, because one of the grandmothers spoke Xitsonga. The sessions were audio-recorded and later transcribed. The transcripts were analysed using thematic analysis in order to deduce themes that emerged from the participants’ experiences. Based on the results, a better understanding of how families from low socio-economic backbackgrounds develop their resilience was established through the themes that emerged, which were as follows: belief system, flexibility of roles and connectedness, unsupportive environment, and self-empowerment. The results were related to existing literature and Walsh’s family resilience framework. / Dissertation (MEd)--University of Pretoria, 2015. / Educational Psychology / MEd

No description available.

The purpose of this study was to explore the lived experiences of African orphaned learners in relation to their educational experiences with the view of establishing whether the type of education received and the inferred quality of that education correlate with official conceptions of quality education as articulated in government policies. The study interrogates policy intentions geared to improving the quality of education in South African schools and juxtaposes the intended policy with the lived experiences of orphaned learners. This is a qualitative case study focusing specifically on four African primary school learners. Data were collected from interviews, observations and written stories of orphaned learners, as well as interviews with the orphaned learners’ teachers and caretakers. The claim I make in this study is that all learners living in impoverished communities and subjected to the kind of disadvantages in operation in their home environment are at risk of education of an inferior quality. However, being an orphan can aggravate this in that orphaned learners bring to school peculiar attributes which would produce outcomes that differ from those envisaged in policy documents. The findings of the study indicate that:<ul><il> (a) the behaviour displayed by orphaned learners, the emotional changes resulting from changing family circumstances, grieving the loss of parents and fear of losing the caregiver may impact negatively on the intended quality of education </il><il> (b) the socioeconomic and cultural contexts of orphaned learners have an influence on the received quality of education</il><il> (c) orphaned learners raised in sibling-headed households, where the primary educators (e.g. parents or surrogate parents) are non-existent, have impoverished educational experiences </il><il> (d) the support provided by the extended family can contribute positively to the educational experiences of orphaned learners </il><il> (e) the community can serve as a critical resource in enhancing the educational experiences of orphaned learners. <br> </ul> Finally, the study indicates that, by studying the lived experiences of African orphans, a better understanding of the quality of education received is made possible and this in turn could influence the conceptualisation of quality education and support structures required to achieve this ideal at higher levels of the education system. / Thesis (PhD)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

By 2010, it is projected that there will be 25 million orphans worldwide. It is anticipated that 2.3 million children will be orphaned due to AIDS in South Africa by 2020. Traditionally, the extended family has absorbed most people affected by the disease but there is a growing concern that families are finding it increasingly difficult to cope, perhaps reaching saturation point. In the absence of alternatives, some children end up living alone in child-headed households (CHHs), the numbers of which are rising at an alarming rate. Despite the increase in this living arrangement research is scarce on the psychosocial consequences of AIDS related orphanhood. This is more evident concerning very young orphans living in CHHs. This qualitative study explores psychosocial issues pertaining to young orphans living in CHHs from an ecosystemic perspective. Four participants, who worked in various capacities for two non-governmental organisations, were interviewed in-depth about their experiences of working with young orphans. The conversations were subjected to an interpretive analysis where, in collaboration with the participants, central themes and sub-themes were identified. Eleven main themes emerged from the analysis: why children live in child-headed households; issues surrounding the death of a parent; experiences of a young child living in a child-headed household; the experience of living in a child-headed household; stigma; relationships with relatives; relationships with peers; relationships with crèches and teachers; relationships with the community; relationships with non-governmental organisations; and relationship to government and essential services. Based on an integration of the findings, a model was presented depicting the ecosytemic factors affecting the very young child living in a CHH. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)