Despite a significant drop in the number of pregnant adolescents and reforms to fight
gender discrimination under Title IX, teen pregnancy and risk factors including poverty,
stigma, and substance abuse, which may lead to different negative outcomes, such as
depression, social isolation, and lowered self-esteem remain a persistent problem in the
United States. Due to these factors, pregnant and parenting teens have been noted to drop
out of high school prematurely. Using incrementalism as a theoretical framework, the
purpose of this qualitative exploratory case study was to explore and describe Title IX
compliance and local policies and practices of educators as well as their role in the lives
of pregnant and parenting teens pursuing secondary education. As a public policy, the
purpose of Title IX is to protect students regardless of gender. Data were collected
through in-depth interviews of 4 policy makers and 16 educators from public school
districts across a northeastern state. To analyze the data, interviews were transcribed,
inductively coded, and subjected to a thematic analysis procedure. Regardless of the
existence of Title IX, the findings show it is incrementally enforced, coming into play
slowly or even ignored. The themes included stigma, discriminatory segregation, funding
gaps, support of programs largely outside of school, accountability for programs, denial
of educators' voices on policy and practices, and recommendations of real life skills for
pregnant and parenting students. This study provides relevant information to use as a
basis for Title IX compliance and local educational policy modifications. This study
suggests compliance and modifications may contribute to positive academic progress for
pregnant and parenting adolescents.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-7324 |
| Date | 01 January 2018 |
| Creators | Hilliard-Carlton, Tomecole |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
Page generated in 0.0023 seconds