When Schoolgirls Become Mothers: Reflections from a Selected Group of Teenage Girls in Durban

Autor/inn/en	Bhana, Deevia; Mcambi, Sithembile Judith
Titel	When Schoolgirls Become Mothers: Reflections from a Selected Group of Teenage Girls in Durban
Quelle	In: Perspectives in Education, 31 (2013) 1, S.11-19 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Pregnancy; Adolescents; Child Rearing; Social Support Groups; Mothers; Females; Early Parenthood; Foreign Countries; Social Bias; Dropouts; Outcomes of Education; Teacher Student Relationship; Sex Role; Sex Fairness; Justice; Interviews; Sexuality; Caring; Friendship; Student Attitudes; Secondary School Students; South Africa + Suchen Sie Ihr Suchwort? Schwangerschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kindererziehung; Social support; Soziale Unterstützung; Mother; Mutter; Weibliches Geschlecht; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterrolle; Sexualaufklärung; Gerechtigkeit; Interviewing; Interviewtechnik; Sexualität; Care; Pflege; Sorge; Betreuung; Freundschaft; Schülerverhalten; Sekundarschüler; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Schools are obliged to support young women who become mothers. Drawing from an interview study of young women in a Durban school, this article shows how their experience is situated within discourses of shame and stigma. Such shame works to reduce their agency and increase their vulnerability to drop out of school. Both teachers and peers are complicit in this. The participants argue that schools do not support the management of pregnancy, parenting and learning, with negative effects for learning outcomes. However, schools are not only sites of social reproduction, since the participants point to glimmers of hope as a consequence of care work among friends, some teachers and support groups in the school. The article argues that the experience of pregnancy and parenting is highly gendered, and addressing the challenges requires a commitment to gender equality and justice. Some implications for schools are suggested in the conclusion of the article. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10