Education interrupted: experiences of teenage mothers returning as adult students

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dc.contributor.advisorDaniels, Doriaen_ZA
dc.contributor.authorBaird, Cathryneen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.en_ZA
dc.date.accessioned2023-11-23T10:30:52Z
dc.date.accessioned2024-01-08T16:21:47Z
dc.date.available2023-11-23T10:30:52Z
dc.date.available2024-01-08T16:21:47Z
dc.date.issued2023-12
dc.descriptionThesis (MEdPsych)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: Women represent more than half of the world’s population and, as such, their education is paramount to societal development worldwide. High pregnancy rates among South African school learners persist, with over 136,000 births recorded in 2020 among girls aged 10 to 19. A third of these young mothers do not resume their education after pregnancy and birth. This study sought to explore the lived experiences of teenage mothers whose education was disrupted by pregnancy and subsequently resumed and continued as adult students. This qualitative research is grounded in a social constructivist approach and uncovers the narratives of five South African cis female women enrolled in the Adult Education and Training (AET) programme as second-chance adult students. Purposive sampling was employed for participant selection and the data collection methods included individual narrative interviews, a planned focus group session, and an autobiographical mapping tool. The narratives uncovered the complexities of their educational trajectories and introduced themes that included contextual education, teenage pregnancy, educational continuity, and their envisioned future. The data were analysed through open coding and revealed the intricate dynamics embedded in the experiences of teenage mothers’ exit from formal schooling, and their re-entry into the education system as second-chance adult learners. These women encounter persistent systemic and societal barriers as they balance multiple roles and responsibilities while navigating adult education. This study advocates for an educational landscape that empowers these women to attain their educational aspirations despite the challenges they face.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Vroue verteenwoordig meer as die helfte van die wêreld se bevolking en as sodanig is hul opvoeding van kardinale belang vir maatskaplike ontwikkeling wêreldwyd. Hoë swangerskapsyfers onder Suid-Afrikaanse skoolleerders duur voort, met meer as 136 000 geboortes wat in 2020 aangeteken is onder meisies van 10 tot 19 jaar. ’n Derde van hierdie jong moeders hervat nie hul opleiding ná swangerskap en geboorte nie. Hierdie studie het gepoog om die geleefde ervarings van tienermoeders wie se opvoeding deur swangerskap ontwrig is en daarna hervat en voortgesit is as volwasse studente, te ondersoek. Hierdie kwalitatiewe navorsing is gegrond op 'n sosiaal-konstruktivistiese benadering en ontbloot die narratiewe van vyf Suid-Afrikaanse cis vroulike vroue wat as tweede-kans volwasse studente by die Volwasse Onderwys en Opleiding (VOO)-program ingeskryf is. Doelgerigte steekproefneming is gebruik vir deelnemerseleksie en die data-insamelingsmetodes het individuele narratiewe onderhoude, 'n beplande fokusgroepsessie en 'n outobiografiese karteringsinstrument ingesluit. Die narratiewe het die kompleksiteite van hul opvoedkundige trajekte ontbloot en temas bekendgestel wat kontekstuele opvoeding, tienerswangerskap, opvoedkundige kontinuïteit en hul beoogde toekoms ingesluit het. Die data is deur oop kodering ontleed en het die ingewikkelde dinamika onthul wat ingebed is in die ervarings van tienermoeders se uittrede uit formele skoolopleiding, en hul hertoetrede tot die onderwysstelsel as tweede-kans volwasse leerders. Hierdie vroue kom teë met aanhoudende sistemiese en sosiale hindernisse aangesien hulle verskeie rolle en verantwoordelikhede balanseer terwyl hulle volwasse onderwys navigeer. Hierdie studie pleit vir 'n opvoedkundige landskap wat hierdie vroue bemagtig om hul opvoedkundige aspirasies te bereik ten spyte van die uitdagings wat hulle in die gesig staar.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentiv, 115 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128934
dc.language.isoen
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch University
dc.subject.lcshTeenage pregnancyen_ZA
dc.subject.lcshAdult educationen_ZA
dc.subject.lcshQualitative researchen_ZA
dc.subject.lcsh High school dropoutsen_ZA
dc.subject.nameUCTD
dc.titleEducation interrupted: experiences of teenage mothers returning as adult students en_ZA
dc.typeThesisen_ZA
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