Poverty, school - aged pregnancy, parenthood and schooling in three township secondary schools in Kwazulu- Natal, South Africa.
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Date
2021
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Abstract
The thesis consists of six manuscripts, that are collectively intended to explore how poverty
affects the navigation of pregnancy, parenting and schooling of school-aged girls in three
underprivileged township secondary schools in Durban in the Province of KwaZulu Natal,
South Africa, and the way in which the girls interpret their situations. The intention was to
gain a deeper insight into the effect of poor socio- economic conditions on the pregnant girls
and mothers‟ experiences, the navigation process and what they think could be done to
improve their situation.
The study was framed by the social constructionism theory to comprehend the daily life
experiences of pregnant girls and mothers and the meaning they create from the situations
that they face. Children‟s Geographies and intersectional models were further adopted to
provide clear understanding of the intersection of poverty and the way in which girls
challenge their situations. The study used qualitative narrative inquiry that illuminated
pregnant girls‟ and mothers‟ situations and also the teachers‟ narratives. The research process
took place in three secondary schools located in two poverty-stricken townships in Durban.
Purposive sampling was used to select nine school-aged pregnant girls and mothers, two girls
were from two schools and the other five girls were all from the same school. Participants‟
ages were between 15 to 19 years and they were in grades 10 to 12. To gather data from nine
(9) participants, semi-structured individual and focus group interviews were employed. A
participatory research method in the form of a mapping exercise and photo voice exercises
were used for six participants to express their experiences, meanings and thoughts about
their situation of negotiating parenting, pregnancy and of acquiring education in conditions of
socio-economic scarcity. Teachers were also purposefully selected and were between 30 and
52 years old and had worked with pregnant girls and mothers from poverty- affected areas.
Questionnaires and individual interviews were used to collect data from five teachers.
The research process took place in pregnant girls‟ and mothers‟ natural settings where
incidents that formed the girls‟ experiences when negotiating pregnancy, parenting, acquiring
education and meaning as well as coping tactics, were formulated. The socially constructed
beliefs based on culture and morality reduced the girls‟ space for social acceptance and
optimism that could bring change to the life they are living. Social values became the source of negative interactions and reactions that pregnant girls and mothers experienced in their
social circles, in their families, community and at school. That ranges from judgements to
name calling - unfair treatment, rejection and loss of friendship that made girls live lives of
guilt and regret. The study found that on top of well- known common disruptions that are
brought about by pregnancy and parenting to all the school-aged girls, scarcity of means and
poor familial relationships worsen the situation. This is because pregnant girls and mothers
faced extra responsibilities and challenges that other school-aged pregnant girls and mothers
with privileged economic background and favourable family relationships did not face.
Namely, providing for themselves, the lack of basic needs and money, inability to access
social assistance due to lack of adult guidance and knowledge that brought hardships and
challenges to their schooling careers. The study maintains that the poverty that most girls
experience is exacerbated by various factors that resulted from social or familial injustices
and unreliable social systems. All of these impact negatively on the girls‟ navigation process.
Hence, poor socio-economic conditions did not only become the sole determinant of the
different experiences that pregnant girls and mothers faced in their journey, but it also
brought numerous challenges that complicated the girls schooling journey. In addition,
penurious conditions also exposed girls to powerlessness, dependency and lowered their selfesteem.
This taught them to deny themselves and their personal needs and to prioritise their
children and other people‟s interests and this interfered with their emotional and psychosocial
development. The study further found that pregnant girls and mothers were subjected
to various social injustices. In addition; pregnancy and parenting resulted in various
surprising reactions and interactions for school-aged girls as it disclosed realities that hurt
their feelings such as, witnessing the diminution of their effectiveness in their families and
being replaced by their babies.
All pregnant girls and mothers demonstrated great zeal to finish school to improve their
babies and family‟s lives so they had to show resilience towards the odd situations that they
faced to get education. This included, coming up with various strategies as their coping
mechanisms which included, listening to their parents and teachers, ignoring negative
reactions, making use of available assistance even if others laugh at them, and starting their
days earlier and finishing them later than others. The study found out that the agency that
girls demonstrated is not sufficient to take them to where they want to be but that they need support. Although they are pregnant and are mothers, they are still young, so community and
family support is considered crucial for them to negotiate the situation in a stigma-free
environment. The study concluded that the community, schools and homes are the best places
that could constitute this kind of environment if it were to be encouraging and less
judgemental. At the school level, School Management Team (SMT) and teachers should
familiarise themselves with guidelines on learner pregnancy prevention and management and
they should be more willing to be proactive and sensitive to the issue of poverty among
pregnant girls and mothers. Also, they should ensure that there is a policy that will be
followed by the school that should be known by all the teachers. The Department of
Education should enrich the curriculum in such way that it equips learners with moneymaking and management skills. Different Government Departments need to work
collaboratively with the Department of education in order to assist pregnant girls and mothers
to achieve their goals by providing relevant guidance such as the procedure to access social
security.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.