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Relevant bibliographies by topics / African youth – Identity

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Academic literature on the topic 'African youth – Identity'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "African youth – Identity"

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Michael, Paul K. "Youth Vulnerability and the Challenge of Human Development in Africa." Culture and Dialogue 8, no. 1 (May 19, 2020): 129–46. http://dx.doi.org/10.1163/24683949-12340079.

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Abstract This paper offers a philosophical response to an aspect of the youth question in Africa – the question of youth vulnerability and its consequences on the human development outcome. To achieve the desired goal, first, I stretch the concept of pathogenic vulnerability from being more than ordinarily vulnerable to being far more than ordinarily vulnerable. Second, I identify two elements of African cultural structure – primacy of community over the individual and the belief that elders always possess superior knowledge over the youth – that influence and restrict capacity/capabilities in African youth and therefore make their transition to adulthood defective. Consequently, the African youth is deprived of the special opportunity to develop, encounter and explore the various character options from which he/she learns, selects and forms her identity. Third, I argue that these restraints of capacity/capabilities make African youths far more than ordinarily vulnerable to human development outcome.

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Amoah, John K. "The Identity Question for African Youth." Family Journal 22, no. 1 (October 3, 2013): 127–33. http://dx.doi.org/10.1177/1066480713505068.

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Awokoya, Janet. "Identity Constructions and Negotiations Among 1.5- and Second-Generation Nigerians: The Impact of Family, School, and Peer Contexts." Harvard Educational Review 82, no. 2 (June 1, 2012): 255–81. http://dx.doi.org/10.17763/haer.82.2.9v77p329367116vj.

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Past scholarship on immigrant racial and ethnic identity construction tends to ignore the processes by which social context influences identity at the individual level. In this qualitative study, Janet T. Awokoya presents a complex understanding of 1.5- and second-generation African immigrant youths’ identities. Awokoya explores how three major contexts—family, school, and peer groups—affect the ways in which African immigrant youth construct and negotiate their racial and ethnic identities. Further, she contends that the ways in which African immigrant youth are expected to conform to ideals of what it means to be African, Nigerian, African American, and Black, which dramatically shift across contexts, significantly confound the racial and ethnic identity constructions and negotiations for these youth. The article concludes with a discussion of practical and theoretical implications for identity development among Black immigrant youth.

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Nathan, Ronald A. "AFRICAN-CARIBBEAN YOUTH IDENTITY IN THE UNITED KINGDOM." International Review of Mission 89, no. 354 (July 2000): 349–53. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00215.x.

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Townsend, Tiffany, and Erin Lanphier. "Family Influences on Racial Identity Among African American Youth." Journal of Black Psychology 33, no. 3 (August 2007): 278–98. http://dx.doi.org/10.1177/0095798407302568.

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Dondolo, Hilda Bongazana, and Nkosivile Welcome Madinga. "Consuming For Recognition: South African Youth Consumption Of Status Clothing." Journal of Applied Business Research (JABR) 33, no. 5 (August 30, 2017): 919–28. http://dx.doi.org/10.19030/jabr.v33i5.10015.

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Buying expensive and fashionable brands to portray social status is increasing rapidly among South African township youth. The South African youth mainly spend their income on status-depicting clothing in order to conform to social settings and groups and to be noticed by their community. This study investigates the factors influencing the need to consume status-depicting clothing items among South African township youth. A self-completing survey questionnaire was administered to 400 youth consumers from three township malls in the Sedibeng district, Gauteng region of South Africa. Regression analysis was employed to analyse the data. The results suggest that materialism, fashion clothing involvement and group identity are key factors predicting status consumption among South African township youth consumers (aged 18-24 years). Marketers interested in targeting status conscious township youth consumers are advised to devise their advertisements in such a way that they emphasise the brand or product’s ability to indicate status.

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Freeman, Melvyn. "Seeking Identity — Township youth and Social Development." South African Journal of Psychology 23, no. 4 (December 1993): 157–66. http://dx.doi.org/10.1177/008124639302300401.

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The potential of South African youth to play an economically productive and socially reconstructive role in society has been questioned. In this article it is argued that personal development is central to social development, and that appropriate intervention programmes which target the psychological functioning of youth will substantially enhance the chances of youth playing socially constructive roles in society. A framework for such interventions is suggested. The article applies Erikson's theory of identity development to township youth, first within an historical perspective and then to current youth. It is argued that both historically and currently, identity for many young people has been integrally linked with struggle for political change. A major challenge facing psychologists and other change agents is to help youth shift from this identity, to one in which youth see themselves as builders of and contributors towards a new democratic society. Key elements derived from Eriksonian theory which might facilitate this change are presented.

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Sterrett-Hong, Emma M., Carlye Kincaid, Cecily R. Hardaway, Monica Adams, Mary MacFarlane, and Deborah J. Jones. "Individual- and Family-Level Correlates of Socio-Emotional Functioning among African American Youth from Single-Mother Homes: A Compensatory Resilience Model." Journal of Family Issues 41, no. 8 (December 11, 2019): 1355–84. http://dx.doi.org/10.1177/0192513x19891461.

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The majority of research on African American adolescents raised in single-mother homes has focused on externalizing problems, with less attention to other facets of socio-emotional functioning. Using a compensatory resilience approach, the current study examined risk and protective factors at the family (maternal warmth, monitoring, psychological control) and youth (ethnic identity and religiosity) levels as predictors of depressive symptoms, hopelessness, and self-esteem among African American adolescents from single-mother homes ( n = 193). Lower levels of psychological control, higher levels of monitoring, and higher levels of youth ethnic identity were associated with at least one of the outcomes, depressive symptoms, hopelessness, and self-esteem. In addition, self-esteem, but not hopelessness, mediated the associations between the family- and youth-level factors and youth depressive symptoms. The importance of targeting maternal psychological control and youth ethnic identity, as well as self-esteem, in intervention programs for African American youth from single-mother families is discussed.

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Pieterse, Hendrik, Jaco Dreyer, and Johannes Van Der Ven. "INTERRELIGIOUS ORIENTATIONS AMONG SOUTH AFRICAN YOUTH: EXPRESSIONS OF RELIGIOUS IDENTITY." International Journal of Education and Religion 3, no. 2 (2002): 158–78. http://dx.doi.org/10.1163/157006202760589660.

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Broadhurst, Kate. "Guns, Violence, and Identity Among African American and Latino Youth." Security Journal 20, no. 2 (March 29, 2007): 138–39. http://dx.doi.org/10.1057/palgrave.sj.8350011.

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Dissertations / Theses on the topic "African youth – Identity"

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Campbell, Catherine Magda. "Identity and gender in a changing society : the social identity of South African township youth." Thesis, University of Bristol, 1992. http://hdl.handle.net/1983/f57ac2b1-dc45-43d2-8663-641cc13e8cee.

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Mohale, Keneuoe. "An expression of South African youth identity : understanding deliquency, violence and vandalism amongst the youth in selected informal settlements." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020155.

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This study sought to explore the perceptions of violence by the youth and to investigate the causes and consequences of violence amongst the youth. Specifically, the study aimed at exploring why the youth are predisposed to violence and violent crimes in informal settlements. A qualitative research design was used in this study. The researcher made use of the qualitative design because it allows for the richness of the personal experiences and meanings of the respondents to be explored, allowing the researcher to uncover variations between respondents. Based on the qualitative design, the study utilised the in-depth interview to solicit the views of young people living in New Brighton Township in Port Elizabeth in the Eastern Cape Province. The objectives of the study were - To identify consequences of violence.- To assert if violence is normalised within a particular social environment.- To explore what predisposes the youth to violence.- To find out if parenting styles influence youth violence.- To explore the role of models in youth violence and crime. The respondents were selected through purposive sampling as the researcher sought typical and divergent data from the respondents. Data was collected through focus group interviews with nine young people aged nineteen to twenty- four years. The study established the following: Firstly, that violence is high in South African communities. It also found the following factors to be contributing to these high levels of violence: socialisation, unemployment, and family structures. The findings also indicated that some kinds of violence are normalised within the societies in which young people grow up in. Findings also indicate that, as a result of these violent behaviours, many South African youth lose their lives while others are imprisoned. This study also found that the environment in which a child grows up in has a greater impact on the child’s later behaviour in life. Overall, the study concluded that violence amongst the young people is a major problem facing South African communities. As one of the recommendations, the researcher indicated that punishing young people through imprisonment is not the solution, especially in a country where so many people are living in wretched poverty. Rather, the researcher recommended that minimising the levels of violence to which young people are exposed to on a daily basis could be one of the effective intervention strategies for decreasing this pandemic. This can be achieved by involving families, schools and communities in minimising this kind of exposure.

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Turner, William L. "Ego identity development in black college students: the effects of self-esteem, ethnic identity and family environment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39099.

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Kegel, Terry. "Effect of the Zionist youth movement on South African Jewry negotiating a South African, Jewish, and Zionist identity in the mid-20th century /." Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/670.

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Hodges-Popova, Mary Margaret. "Mandela's Children and Youth Day: Representations of National Identity in South African News Media." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/196077.

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Following the demise of apartheid, legislative, political and social practices were dramatically changed to promote equality and shared access for all South Africans. Newspapers and other mass media texts give insight to the co-construction of ethnic identity post-apartheid and evidence the emergence of a new dominant cultural narrative. In this new dominant cultural narrative, the trope of a colorblind national identity is frequently referenced. Another key component in this narrative construction is the memorialization of past traumatic events. This dissertation examines the news coverage of the 30th anniversary of the Soweto Uprisings, which occurred on June 16, 2006. The Soweto Uprisings will be framed as a "cultural trauma" (Alexander et al., 2004) and methods of critical discourse analysis will be used to examine the public construction of national identity in the post-apartheid era.The following questions guide the analysis of news media discourse: What changes to the South African national identity are evidenced in news stories covering the anniversary of the Soweto Uprisings? Do racially distinctive communities participate equally in the creation of this media discourse? In what ways are South African ethnic minorities "othered" in news features? How did/does the dominant cultural narrative evidenced in the media discourse influence the construction and management of racial identities in the larger context of South African society? The examination of the co-construction of national and racial identities in these news features draws upon an amalgamation of CDA methodologies outlined in Fairclough (1995, 1999), van Dijk (1988, 1991), and Wodak (Wodak & Weiss, Eds., 2003). The creation and re-creation of a shared history from the collective trauma of forcefully imposed, restrictive racialized communities is a dimension of national identity construction saliently evidenced by changes in the public discourse or dominant/counter narratives. Media discourse illustrates the emergence of colorblind national identity as the desirable, or default, national identity in post-apartheid South Africa and highlights the journalistic role in the creation and management of racial and national identities, liberation narratives, and reconciliatory discourses.

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Hudgens, Tanée M. Kurtz-Costes Beth. "Racial socialization and identity across the transition to middle school among African American youth." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2349.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology Developmental. " Discipline: Psychology; Department/School: Psychology.

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Bobby, Kim Renee. "Small school conversion and African-American student academic identity and aspiration /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7822.

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Kubeka, Alvina Makhosazana. "NAVIGATING ADOLESCENCE: THE EXPERIENCES OF AFRICAN AMERICAN AND BLACK SOUTH AFRICAN YOUTH AND THE ROLE OF RACIAL IDENTITY AND RELIGIOUS SOCIALIZATION." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1268144774.

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Foubister, Caroline Ann. "Navigating their way : African migrant youth and their experiences of schooling in Cape Town." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6691.

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Thesis (MEd)-- University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Migration has been described as “the quintessential experience” of the contemporary period (Berger, 1984). Across the world this global phenomenon has been chiefly driven by conflict, persecution and poverty resulting from destabilisation in the various home countries of millions of individuals. Within the process of worldwide migration, South Africa receives perhaps the largest number of asylum seekers in the world and according to the UNHCR (2010) the majority of migrants entering South Africa are children or youth. Crucially, this increased migration into South Africa is occurring at a time when the majority of South Africa's general populace is still struggling with the aftermath of apartheid and increased levels of poverty and unemployment. In this qualitative, interpretative study I focus on how a group of 20 African migrant youth that live in Cape Town and attend one local school engage with the migratory experience and navigate their way through local receiving spaces. I assert that these spaces, which include both home and school, mark the youth in very particular ways and bring into focus key aspects of identity, culture, social worlds, imagination and aspiration. The main conceptual contribution of the thesis is the idea that we are all migrants in the current world, whether we physically move or whether our lives are moved by the impact of increasing global flows. Consequently, we need to develop, it is argued, a frame of thinking that makes the migrant central, not ancillary, to historical process. For that purpose I utilise the theoretical lenses of Pierre Bourdieu, Arjun Appadurai, and Tara Yosso to argue that the African migrant youth in the study are not passive recipients bombarded by the forces of globalization and migration, but are active agents in the shaping of their local realities. By linking individual biographies to the questions they raise about larger global, social and historical forces I attempt to offer a temporalized account of late-modern life that incorporates the contemporary conditions that the African migrant youth face as they navigate urban social arrangements, and the daily educational challenges of their local school. A further contribution of the thesis is the documenting of the particular internal and external resources that the 20 African migrant youth drew on to motivate and assist them to navigate their schooling and social lives, as they faced up to the growing uncertainties of their new "foreign‟ spaces.
AFRIKAANSE OPSOMMING: Migrasie is al beskryf as “die wesenservaring” van die moderne tyd (Berger, 1984). Oral ter wêreld word hierdie globale verskynsel hoofsaaklik aangedryf deur konflik, vervolging en armoede wat die gevolg is van destabilisasie in die onderskeie lande van herkoms van miljoene mense. Binne die wêreldwye migrasieproses is Suid-Afrika die land wat waarskynlik die grootste getal asielsoekers ter wêreld ontvang, en volgens die Verenigde Nasies se hoëkommissaris vir vlugtelinge (UNHCR, 2010) vorm kinders of jeugdiges die grootste groep migrante wat Suid-Afrika binnekom. Wat van kardinale belang is, is dat hierdie toenemende migrasie na Suid-Afrika plaasvind op ŉ tydstip waarop die meerderheid van Suid-Afrika se breë bevolking steeds worstel met die nalatenskap van apartheid en verhoogde vlakke van armoede en werkloosheid. Hierdie kwalitatiewe, kwasi-interpretatiewe studie fokus op die wyse waarop ŉ groep van 20 jeugdige Afrika-migrante, wat in Kaapstad woon en dieselfde plaaslike skool bywoon, migrasie-ervarings hanteer en hulle weg deur die plaaslike ontvangsruimtes baan. Ek voer aan dat hierdie ruimtes, wat sowel die huis as die skool insluit, 'n baie duidelike stempel op jeugdiges laat en die aandag op sleutelaspekte van identiteit, kultuur, maatskaplike wêrelde, voorstellings en strewes vestig. Die hoof- konseptuele bydrae van die tesis is die gedagte dat ons almal in vandag se wêreld migrante (van welke aard ook al) is, of ons nou fisiek verskuif en of die impak van toenemende wêreldwye strominge verskuiwings in ons lewe veroorsaak. Daarom, word daar geredeneer, moet ons ŉ denkraamwerk ontwikkel wat die idee van die “migrant” sentraal tot die historiese proses stel, eerder as ondergeskik daaraan. Vir dié doel gebruik ek die teoretiese lense van Pierre Bourdieu, Arjun Appadurai en Tara Yosso om aan te voer dat die jeugdige Afrika-migrante in die studie nie passiewe ontvangers is wat deur die kragte van globalisering en migrasie rondgeslinger word nie, maar dat hulle aktiewe agente is wat hulle plaaslike werklikhede self kan vorm. Deur individuele lewensverhale te koppel aan die vrae wat dit oor groter globale, maatskaplike en historiese kragte laat ontstaan, bied ek ŉ getemporaliseerde weergawe van die laat-moderne lewe, met inbegrip van die eietydse omstandighede wat jeugdige Afrika-migrante in die gesig staar namate hulle hul weg deur die stedelik-maatskaplike organisasie moet vind, asook van die daaglikse opvoedkundige uitdagings van hulle plaaslike skool. Verder lewer hierdie tesis ŉ bydrae deur die interne en eksterne hulpbronne te dokumenteer wat hierdie 20 jeugdige Afrika-migrante gebruik het om hulle te motiveer en te help om hulle skool- en maatskaplike lewe te rig namate hulle die toenemende onsekerhede van hulle nuwe, “uitlandse” ruimtes moes aandurf.

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Papaioannou, Andromachi <1983&gt. "Who can (not) be Greek? Citizenship, Identity and Belonging among youth of sub-Saharan African background in Athens." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/6038/.

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‘Who can be Greek?’ This was the question posed to the Greek society for the first time before the implementation of the Act 3838 in March 2010 which gave the right to access the Greek citizenship -under specific preconditions- to all children of legal migrants born or schooled in Greece. This change of the Nationality Code in order to include all those children was coincided by the economic crisis resulting into the rise of xenophobia, racism and extreme-right rhetoric. The outcome was the cancellation of the Act 3838 by the State Council in February 2013. Under this particular framework, the notions of identity and belonging formed among the youth of African background in Athens are explored. The ways those youngsters perceive not only themselves but also their peers, their countries of origin and the country they live in, are crucial elements of their self-identification. Researches have shown that the integration of the second generation is highly connected to their legal and social status. However, integration is a rather complex process, influenced and shaped by many variables and multiple factors. It is not linear; therefore, its outcomes are difficult to be predicted. Yet, I argue that citizenship acquisition facilitates the process as it transforms those children from ‘aliens’ to ‘citizens’. How these youngsters are perceived by the majority society and the State is one of the core questions of the research, focusing on the imposed dual ‘otherness’ they are subject to. On the one hand, they have to deal with the ‘otherness’ originating from the migrant status inherited to them by their parents, and on the other with the ‘otherness’ deriving from their different phenotypic characteristics. Race matters and becomes a means of discrimination against youth of African background who are perceived as inassimilable and ‘forever others’.

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Books on the topic "African youth – Identity"

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Guns, violence, and identity among African American and Latino youth. New York: LFB Scholarly Pub., 2003.

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Yenika-Agbaw, Vivian S. African youth in contemporary literature and popular culture: Identity quest. New York: Routledge, 2013.

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East African hip hop: youth culture and globalization. Urbana: University of Illinois Press, 2009.

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Youth and identity politics in South Africa, 1990-1994. Toronto: University of Toronto Press, 2005.

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Racialized identities: Race and achievement among African American youth. Stanford, California: Stanford University Press, 2011.

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Miranda, Yates, ed. Community service and social responsibility in youth. Chicago, Ill: University of Chicago Press, 1997.

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Kinloch, Valerie. Harlem on our minds: Place, race, and the literacies of urban youth. New York: Teacher College Press, 2010.

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African American Oral History Project (Oakland, Calif.), Alameda County (Calif.). Health Care Services Agency. Center for Healthy Schools and Communities, and Oakland Unified School District. Office of African American Achievement, eds. The griots of Oakland: Voices from the African American Oral History Project. Oakland, Calif.?]: African American Oral History Project, 2013.

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Kunjufu, Jawanza. Countering the conspiracy to destroy black boys. Chicago: Afro-Am Pub. Co., 1985.

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Kunjufu, Jawanza. Countering the conspiracy to destroy black boys. Chicago, Ill: AfricanAmerican Images, 1986.

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Book chapters on the topic "African youth – Identity"

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Nassenstein, Nico. "Kirundi Slang – Youth Identity and Linguistic Manipulations." In Sociolinguistics in African Contexts, 247–67. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49611-5_14.

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Bass, Loretta E. "Identity and Integration of Youth — “French on the Inside”." In African Immigrant Families in Another France, 113–41. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137313928_6.

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Villarreal Sosa, Leticia. "Latinx and African American Youth Participation in Sports and Leisure: The Impact on Social Identity, Educational Outcomes, and Quality of Life." In Handbook of Leisure, Physical Activity, Sports, Recreation and Quality of Life, 421–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75529-8_24.

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Datoo, Al-Karim. "Globalization, Media and Youth Identity in Pakistan." In Critical Perspectives on Neoliberal Globalization, Development and Education in Africa and Asia, 135–49. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-561-1_9.

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Govender, Jayanathan. "South African Youth Identity and Generation." In Handbook of the Sociology of Youth in BRICS Countries, 289–98. WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813148390_0015.

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Omotosho, Babatunde Joshua. "Situating the Place of Youths' between African Union and Africa Diaspora." In African Studies, 240–51. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch013.

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One of the developments in the African Union (AU) is the recognition and reconnection of Africans in the Diasporas through policy formulations and other affirmative programmes. The aim is to ensure that Africans wherever they are located can reconnect with their roots and have a true sense of identity as Africans. This is a laudable achievement on the part of AU and the entire Africans in the Diaspora. While programmes and activities aimed at bridging this gap are being fashioned out by both parties, one of the major issues that must not be ignored is the inclusion of youth in these activities. Consequently, the questions are: what is the place of youth in AU- Diaspora relations? What are the structures put in place whether at the institutional or at the Diaspora levels in ensuring that youth have a voice in the ongoing bonding process between the two parties? Providing answer to these questions in this article become pertinent at this early stage in order to carry the young ones, the future of tomorrow along in the scheme of things regarding AU and Africans in the Diaspora.

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Sall, Dialika. "Convergent identifications, divergent meanings: the racial and ethnic identities of second-generation West African youth." In Identity and Transnationalism, 19–37. Routledge, 2020. http://dx.doi.org/10.4324/9780429354502-2.

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"Mathematics Socialization and Identity Among African- Americans: Real Life Experiences, Research, and Recommendations." In Mathematics Success and Failure Among African-American Youth, 195–216. Routledge, 2000. http://dx.doi.org/10.4324/9781410604866-7.

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Miller, Olivia Patrice-Chante', and Regina L. Banks-Hall. "Parental Involvement in Education." In African American Suburbanization and the Consequential Loss of Identity, 116–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch007.

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This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.

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Ludwig, Bernadette. "It is tough to be a Liberian refugee in Staten Island, NY: the importance of context for second generation African immigrant youth." In Identity and Transnationalism, 71–92. Routledge, 2020. http://dx.doi.org/10.4324/9780429354502-5.

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Reports on the topic "African youth – Identity"

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Vulnerability and intervention opportunities: Research findings on youth and HIV/AIDS in South Africa. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1006.

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The Nelson Mandela Children’s Fund (NMCF) seeks comprehensive local solutions to address the negative effects of HIV/AIDS on children, adolescents, households, and communities. To this end, NMCF initiated the Goelama Project, which uses a community mobilization strategy to catalyze action by local organizations and government bodies to prevent HIV infection and mitigate the socioeconomic impacts of the disease, particularly as they affect orphans and vulnerable children (OVC). This brief highlights key findings from an assessment of reproductive and sexual health knowledge and behaviors among nearly 5,000 youth from eight districts in three provinces in South Africa where the Goelama Project is active: Mpumalanga, Limpopo, and KwaZulu Natal. This research is part of a larger study of 29,000 members of nearly 5,000 households that seeks to identify ways that government and communities can strengthen the socioeconomic capacity of households to care for and support OVC. The youth component focuses on the sexual and reproductive behaviors of young people in the Goelama intervention areas and factors that may influence these behaviors, such as schooling, orphanhood, knowledge, and involvement in community activities.

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