Department of Educational Psychology

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Browsing Department of Educational Psychology by Subject "Action research in education"

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    Reflections on using community-based action research with a group of women/youth to explore the socio-emotional factors that enhance or inhibit participation in sustainable poverty alleviation initiatives
    (Stellenbosch : Stellenbosch University, 2020-12) Petersen, Melanie; Damons, Lynne; Stellenbosch University. Faculty of Education. Educational Psychology.
    ENGLISH ABSTRACT : Youth unemployment is a serious problem in South Africa, particularly so among women. The exacerbating rates of unemployment leave many young women in the undesirable position of being unable to provide for themselves or their families, and often developing feelings of hopelessness and depression. Moreover, their unemployed status often leaves them vulnerable to being exploited and lacking the self-esteem to break out of the trap of poverty. With women and youth constituting a major portion of the world’s population, the empowerment of women has become a worldwide priority in addressing poverty reduction. This study explored the experiences of six young women who engaged in one such an initiative which was aimed at alleviating the challenge of poverty and unemployment in their community. A social constructivist research paradigm underpinned this exploratory study which generated qualitative data through the use of semi-structured interviews and focus group interviews with six women, participant-generated artefacts, as well as a semi-structured interview with a social development officer from local government structures. A multi-theoretical lens, including aspects from Bronfenbrenner’s bioecological model, Cultural Historical Activity Theory (CHAT) and Social Interdependence Theory (SIT) were used to analyse and interpret the data generated in this study. Triangulation of theories created opportunity to explore the data from various vantage points and to produce new perspectives. This added to the rigour of the study. Thematic analysis revealed that women’s trajectories into unemployment are complex and multifaceted, encompassing aspects of personal, contextual, structural, economic and socio-emotional nature. The findings indicated that women often have to navigate many challenges in these areas, to the extent that many of them reported that their self-esteem and self-efficacy had been eroded by these adverse conditions and experiences. This lack of confidence and insecurity caused them to struggle to access the job market. The impact that their participation in a social justice initiative had on them in terms of identity formation, however, built their resilience and enabled them to exercise their agency to actively and intentionally seek opportunities to access the job market. The Global University of Lifelong Learning (GULL) initiative enabled them to develop strategies that they employed to move themselves from impoverished self-perception to taking both personal and collective responsibility to collaborate and intentionally work towards becoming self-sustainable, with the added vision of extending their own learnings to empower other community members. Building developmental relationships where care and acceptance were expressed and a sense of belonging was experienced, strengthened their engagement in this initiative, enhanced their self-efficacy and sharpened their insights into aspects of starting and managing their own businesses. The results of this study highlighted a number of socio-emotional factors, such as engaging in regular self-reflection, critical decision-making and committing to shared goals, as crucial aspects to include for poverty alleviation initiatives to be truly successful and sustainable. Women economic empowerment has thus been revealed as extending beyond personal and professional empowerment to include fundamental shifts in how economic, social and mental well-being of women are perceived and enabled.