A qualitative study was conducted at Oakleigh Girls High School which aimed at
exploring the ways in which seven teenage girls from a single-sex,
predominantly middle-class state school negotiate the demands of schooling
and parenting. Drawing upon the findings of the focus group interviews
conducted, the study aimed to illuminate how these teenage mothers juggle
their varied roles as mothers and learners and its effects for the educational
outcome of young mothers at school. In this study I argue that even though the
South African Schools Act (Department of Education 1996) regulates the
support of pregnant teenagers and teenage mothers in schools, however
teenage mothers still experience difficulties in schools. These difficulties range
from fear of the parents’ response, child fathers’ response, as well as teachers’
response, rejection from peers and teachers, ridicule from teachers and peers,
lack of support from teachers, decline in academic performance as well as the
inability to participate in school activities. However in the same study there were
positive elements that also surfaced, in that some teachers, learners as well as
a support group provided some kind of support to the teenage mothers even
though it was very minimal. Working with teachers to support young mothers at
school remains important. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3594 |
| Date | January 2010 |
| Creators | Mcambi, Sithembile Judith. |
| Contributors | Bhana, Deevia. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.002 seconds