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1
Johnstone, Muriel. "Teenage mothers’ reflections of their unintended, repeat pregnancies." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/3574.
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Magister Artium - MA<br>Globally, teenage pregnancy remains a disturbing phenomenon which impacts on the lives of teenagers, their families and society as a whole. Numerous attempts at addressing the problem have seen a decline in fertility rates but agreement still exists that the incidence of young girls bearing children is unacceptably high. Studies conducted over the years have emphasised both the causes and consequences of teenage births. Many studies too have explored the benefits of preventative strategies. Yet, despite all this, teenage pregnancy remains a cause for concern with many teenage girls remaining sexually active after a first pregnancy, and exposing themselves to subsequent pregnancies and births.
This study was focused on teenage girls who had experienced unintended repeat
pregnancies. Through the research a deeper understanding of the meanings that female teenagers ascribe to repeat pregnancies, were sought. A sample group of teenage mothers were allowed to take a step back from their experience of the repeat pregnancy; to think deeply about the experience, and to reflect on what they had learnt and how it has impacted on their current lives. The researcher employed a qualitative approach with a descriptive, explorative design in order to obtain a rich description of the experiences of teenage mothers who have been through a repeat pregnancy. The goal of the study was to explore and describe the reflections of these teenage mothers who had experienced unintended, repeat pregnancies. Data was obtained through semi-structured individual interviews where an interview guide was used. The data was analysed according to the
steps outlined by Creswell (2009). Findings were noted and recommendations made. These recommendations are designed for role-players involved with teenagers and youth in general. Emphasis was placed on recommendations to professionals, like educators, healthcare workers and social workers who are at the coalface of dealing with teenagers who engage in sexual activity. Finally, recommendations for further research were made.
2
Van, Wyk Emmerentia C. "Teenage girls' experiences of pregnancy and motherhood." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2874_1233151622.
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<p>Teenage pregnancy and motherhood is a challenging phenomenon worldwide. The goal of this study was to explore and describe the perceptions and experiencesof a sample of teenage girls about pregnancy, birth and motherhood. The objectives of the research were to engage voluntary participants in autobiographical "<br>life stories"<br>and semi structured interviews relating to the phenomenon being studied<br>to analyze the qualitative information and do a literature control of the findings and compare and verify and make appropriate conclusions and recommendations.</p>
3
Pillow, Wanda S. "Policy discourse and teenage pregnancy: the making of mothers." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299257591.
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4
Wai, Hoi-ka Jessica. "Benefits of perceived social support in adolescent pregnancy : an integrative review /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36396990.
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5
Oviedo, Sonia. "Adolescent Pregnancy: Voices Heard in the Everyday Lives of Pregnant Teenagers." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279259/.
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The purpose of this study is to examine the problems that pregnant teenagers encounter at school and at home while they are trying to complete their high school education. Data were collected by in-depth interviews. Twenty pregnant adolescents, who were between the ages of 15 through 18, and were participants in a special teen pregnancy program were interviewed.
The major findings in this study included the respondents': 1) unstable family life histories, 2) denial that they were pregnant, 3) need for self-identity as an adult, 4) conflict with parents and 5) motivation to complete their high school education. This study points to the need for more research on the problems that pregnant adolescents encounter in their everyday lives.
6
Joubert, Anne-Marie. "When teenagers become mothers : teenagers' experiences of pregnancy and motherhood." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/4866.
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Digitized using a Konica Minolta 211 PCL Scanner. 300dpi (OCR).<br>Thesis (MA (Psychology))--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: Most portrayals in the media, research and clinical literature of teenage pregnancy and motherhood concentrate on the negative consequences for the teenager, the baby and society. Although these portrayals do capture the experience of some of the cases, they fail to grasp the complexity of these teenagers' life choices and the alternative positive impact teenage pregnancy and motherhood may have on their lives. This qualitative study focuses on the autobiographical narrative of the teenager as she experiences pregnancy and becomes a mother. The sample consists of eight participants from a rural community outside Stellenbosch, South Africa. One pre-birth interview as well as three interviews after the birth of the baby were audio taped and transcribed. Responses showed significant data with regards to the impact of the emotional experience of teenage pregnancy and motherhood on the teenager, as well as her experience of herself, changes in her life as well as the nature of the pregnancy and motherhood experience. To date, the literature does not account for the unique and individual nature of how teenage pregnancy and motherhood impacts the individual. In contrast, this research illustrates the changes in the thoughts, emotions and behaviours of teenagers when they become mothers.<br>AFRIKAANSE OPSOMMING: Die meeste uitbeeldings in die media, navorsing en kliniese literatuur met betrekking tot tiener swangerskap en moederskap fokus op die negatiewe gevolge vir die tiener, die baba en die samelewing. Alhoewel hierdie uitbeeldings tog die ervaringe van sekere van die gevalle verteenwoordig, misluk dit om die kompleksiteit van die tieners se lewenskeuses vas te vang, asook die alternatiewe positiewe impak wat tiener swangerskap en moederskap op hulle lewens kan hê. Hierdie kwalitatiewe studie fokus op die outobiografiese naratiewe van die tieners soos hulle swangerskap en moederskap ervaar. Die deelnemers bestaan uit agt tieners vanuit 'n plaasgemeenskap buite Stellenbosch, Suid-Afrika. Een onderhoud tydens die tiener se swangerskap sowel as drie onderhoude na die geboorte van die baba is opgeneem en getranskribeer. Betekenisvolle data ten opsigte van die impak van die emosionele ervaring van tiener swangerskap en moederskap, asook die tiener se ervaring van haarself, veranderinge in haar lewensstyl en die aard van die swangerskap en moederskap ervaring het duidelik na vore gekom in die onderhoude. Tot op hede neem die literatuur nie die unieke en individuele aard van hoe tiener swangerskap en moederskap die individu beinvloed, in ag nie. In teenstelling illustreer hierdie navorsing die veranderinge in die denke, emosies en optrede van die tieners soos hulle moeders word.
7
Huttlinger, Kathleen Wilson. "The experience of pregnancy in teenage girls." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184453.
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Pregnancy in unmarried teenaged girls in America today is a growing concern to health care workers, educators, government officials and parents. Pregnancy during adolescence is not an issue because births to teenagers are increasing but because teenage pregnancy is no longer a societal option. This paper describes adolescent pregnancy from within the context of the subculture of adolescence and from the perspective of 16 pregnant, teenaged girls. The findings revealed a description of the life experiences of pregnant teenagers and introduced health-care issues that were not previously disclosed in other research studies of pregnant teens. The anthropological concepts of liminality, the double-bind, social labeling, and schizmogenesis served to guide the research. The concepts also helped to explain many behaviors and observations that were made of the informants throughout the research. An ethnographic approach using participant observation and ethnographic interviews was used to collect data from 16 pregnant, unmarried, teenaged girls in a large Southwestern, urban area. The informants ranged in age from 14 through 19 years and represented various backgrounds. Nine informants resided in a home for unwed, pregnant teenagers with the remainder residing in diverse locations. Data analyses occurred concurrently with data collection as part of an ongoing process. Data were ordered and transcribed within a framework designed to enhance thematic analysis. Transcribed interview and observational data were transferred onto the Ethnograph, a data-management software program. Data were coded using substantive and conceptual codes. Codes were linked according to patterns of association and frequency of occurrence which in turn led to the revealing of recurrent thematic patterns. In all, eight themes were revealed: (1) pregnancy is bad; (2) loneliness; (3) waiting it out; (4) dependency; (5) looking bad; (6) giving up baby; (7) losing what was; and (8) losing control. Thematic content also disclosed many inconsistencies and double-binds between the larger Western macroculture and adolescent subculture. Ethnographic themes and expressions of these themes provided new information for constructing health-related interventions with pregnant teens.
8
Ekéus, Cecilia. "Teenage parenthood : paternal characteristics and child health outcomes /." Stockholm, 2004. http://diss.kib.ki.se/2004/91-7140-033-8/.
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9
Pearce, Pamela Lipscomb Morreau Lanny E. "Characteristics of pregnant teenagers and attributes associated with self-image." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323741.
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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 16, 2006. Dissertation Committee: Lanny E. Morreau (chair), Jeffrey Hecht, Paula Smith, Miryam Assaf-Keller. Includes bibliographical references (leaves 112-123) and abstract. Also available in print.
10
Sodi, Edzisani Egnes. "Qualitative reflections on teenage motherhood experiences." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50433.
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Thesis (MPhil)--Stellenbosch University 2005<br>ENGLISH ABSTRACT: The aim of the current study was to undertake a phenomenological
investigation on teenage motherhood and to learn how this experience forms
part of the teenage mother's life. Using the snowball sampling method, five
women aged between 26 and 35 years were selected to participate in the
study. All the five women became mothers during their teenage years. Indepth
interviews were conducted in Northern Sotho and Tshivenda depending
on the language preference and fluency of the participant. The interviews
were audio-taped, and later transcribed and translated.
A phenomenological method of analysis was used to transform the original
data into natural meaning units (NMUs) which were further interrogated so as
to distil central sociological themes that were associated with the experience
of teenage motherhood. Apart from the finding that the participants got
pregnant when they were aged between 16 and 18, five sociological themes
associated with teenage motherhood were identified. These are:
• Lack of knowledge about sexual relationships contributes to teenage
pregnancy and motherhood.
• Early childbearing has a negative impact on the teenage mother's
social relationships.
• Teenage mothers tend to experience emotional problems after delivery
of their babies.
• Teenage motherhood has a long term disruptive effect on the teenage
mother's educational and occupational opportunities.
• Teenage motherhood leads to significant lifestyle changes for those
who have been through the experience. In view of the above themes, sexual education both at school and at home, is
suggested here as a more viable option to help minimise the risk of teenage
motherhood in society. Whilst other options like abortion and the newly
introduced child support grant are also available to the teenage mother, these
are not considered favourable.<br>AFRIKAANSE OPSOMMING: Die doel van die huidige studie was om 'n fenomenologiese ondersoek oor
tienermoederskap te doen en uit te vind hoe hierdie belewenis deel uitmaak
van die tienermoeder se bestaan. Deur die sneeubaltoetsingsmetode is vyf
vroue tussen die ouderdomme van 26 en 35 jaar gekies om deel te neem aan
die studie. AI vyf vroue het tydens hulle tienerjare moeders geword. Diepteonderhoude
is in Noord-Sotho en Venda gevoer, afhangende van die
taalvoorkeur en -vlotheid van die deelnemer. Klankopnames is van die
onderhoude gemaak wat later getranskribeer en vertaal is.
'n Fenomenologiese analisemetode is gebruik om die oorspronklike data na
natuurlike betekeniseenhede (NMUs - natural meaning units) te herlei wat
verder ondersoek is om sentrale sosiologiese temas geassosieer met die
belewing van tienermoederskap te identifiseer. Behalwe vir die bevinding dat
die deelnemers swanger geraak het toe hulle tussen die ouderdom van 16 en
18 jaar was, is vyf sosiologiese temas geassosieer met tienermoederskap
geïdentifiseer. Hierdie temas is:
• 'n Gebrek aan kennis oor seksuele verhoudings dra by tot die
voorkoms van tienerswangerskappe en -moederskap.
• Vroeë kinderbaring het 'n negatiewe impak op die tienermoeder se
sosiale verhoudings.
• Tienermoeders is geneig daartoe om emosionele probleme te
ondervind na die geboortes van hulle babas.
• Tienermoederskap het 'n langtermyn ontwrigtende effek op die
tienermoeder se opvoedings- en werksgeleenthede.
• Tienermoederskap lei tot betekenisvolle veranderinge in lewenstyl vir
diegene wat die ondervinding deurgemaak het. Met inagneming van bogenoemde temas word hier voorgestel dat seksuele
opvoeding beide op skool en by die huis 'n meer lewensvatbare opsie is om
die risiko van tienermoederskap in die samelewing te verminder. Alhoewel
ander opsies soos aborsies en die nuutingestelde toekennings van
kinderonderhoud ook vir die tienermoeder beskikbaar is, word hierdie opsies
nie as bevorderlik beskou nie.
11
Otterblad, Olausson Petra. "Teenage childbearing : pregnancy outcomes and long-term consequences for the mothers /." Stockholm, 2000. http://diss.kib.ki.se/2000/91-628-3953-5/.
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McCartney, Karen. "The socio-cultural construction of teenage motherhood in Santa-Maria, Trinidad." Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388835.
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Alonso, Gabriela. "Latinas in higher education: Overcoming barriers of teenage pregnancy." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2205.
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The purpose of this study was to explore individual characteristics that allowed college achievement in Latina women who experienced teenage pregnancy. A specific objective of this study was to examine strengths for overcoming barriers and obstacles to higher education.
14
Ortiz, Lisa M. "Educational Attainment among High-Risk Teenage Mothers." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3929/.
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Decreased educational attainment has been associated with numerous factors such as teenage pregnancy, repeat pregnancy, risky sexual behavior, substance use, depression, and parental distress. Educational attainment was examined among a group of predominantly Mexican American teenage mothers who were considered at high risk to have a repeat pregnancy, contract sexually transmitted diseases (STDs), and use substances. Project Success Longitudinal Study is part of a national study funded by the Center for Substance Abuse Prevention. Participants were recruited from eight traditional high schools in a large South Texas school district, an area with a high rate of teenage pregnancy and substance use. The treatment intervention included a multidimensional curriculum that was implemented in the participants' high schools in addition to home- and school-based case management services. It was hypothesized that participants who received the intervention would be more likely to attain their high school degree or equivalent and that amount of treatment received would be associated with educational attainment. Additionally, it was hypothesized that profiles of participants who attained their high school degree or equivalent would differ in the areas of parental distress, social support, symptoms of depression, and substance use when compared to participants who did not attain their high school degree or equivalent. Results indicated that participants who received the intervention reported increased educational attainment during the first two years of the study. Additionally, all participants experienced positive changes on various psychosocial measures.
15
Njoora, Jane Gathoni. "Listening to the voice of school-going teenage mothers : a case study of their needs and supports /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102183.
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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 296-308). Also available for download via the World Wide Web; free to University of Oregon users.
16
Kidger, Judi Lois. "Young mothers as peer educators in school sex education : a beneficial approach?" Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/e2a5ba0d-7391-4fd5-b954-0937a72fc6ff.
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Baker-Spann, Kelley Allison. "Restructuring life within the context of adolescent motherhood." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035936.
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Parker, Lorien. "An ecological perspective of adolescents' need for support during pregnancy." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6526.
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Thesis (M Social Work (Social Work))--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: According to South African policy documents, social welfare services, health care providers
and schools should place special focus on supporting pregnant adolescents to avoid the
possible deleterious effects of early unplanned pregnancies. This implies that pregnant
adolescents require support, from multiple levels, in order to adjust positively to their
pregnancy so as to promote their well-being and the well-being of their unborn child.
This study explores and describes the support needs of pregnant adolescents in three lowincome
communities. This was done by examining the support that was currently available
and utilised by pregnant adolescents, as well as identifying areas that required improved
support. By adopting an ecological approach to the study, the need for support could be
investigated on multiple levels.
A combination of a quantitative and qualitative research approach was used in the study. The
study further assumed an exploratory and descriptive research design in order to provide a
detailed description of the phenomenon being studied, namely adolescent pregnancy. Data
was gathered by means of a semi-structured questionnaire, which was administered during an
individual interview. This allowed for data to be collected that was both measurable as well
as rich in description. The design of the semi-structured questionnaire was based on the
information obtained from the literature review.
The findings of the empirical investigation reveal that adolescents have limited knowledge of
formal support services, particularly social welfare services, support groups and health care
services, which results in poor utilisation of these services. Consequently, limited support is
attributed to these particular services.
The findings further indicate that informal sources of support, such as family, friends and
partners, were relatively supportive during the adolescent’s pregnancy. However, the
adolescents’ relationships with their parents and partners were particularly strained during the
pregnancy, especially the relationship with their father. Of significance is the finding that
fathers were considered those who offered the adolescents the least amount of support during
the pregnancy.
As a result of their pregnancy, the adolescents were stigmatised on multiple levels. There was
stigmatisation from their friends and peers at school, which had an impact on their social
adjustment. Stigma experienced at health care services led to chastising experiences, which
deterred the adolescents from utilising such services. Furthermore, pregnant adolescents are
stigmatised by their community, and the widespread judgement leads to increased tension and
apprehension when seeking formal and informal support.
The most important recommendations resulting from the study indicate that many resources
of support would be better utilised during pregnancy if adolescents had greater knowledge of
the support available to them. This is of particular significance with regard to social welfare
services, which play a key role in educating adolescents, their parents and the community
about sexuality, adolescent pregnancy and the significance of support.
In addition, the recommendations emphasise the importance of promoting and facilitating
peer education and support services, which could be of great value for pregnant adolescents.
Receiving support and education from peers can be highly effective, but also allows pregnant
adolescents to make a valuable contribution to other adolescents in similar situations. In
doing so, pregnant adolescents are empowered and encouraged, which is much needed in an
environment where they are typically shunned and branded as failures.<br>AFRIKAANSE OPSOMMING: Volgens Suid-Afrikaanse beleidsdokumente moet maatskaplike welsynsdienste,
gesondheidsdiensteverskaffers sowel as skole ʼn spesiale fokus plaas op die ondersteuning
van swanger adolessente om sodoende die nadelige gevolge van vroeë, onbeplande
swangerskappe te beveg. Dit veronderstel dat swanger adolessente hulp benodig uit vele
vlakke ten einde ʼn positiewe aanpassing tot hulle swangerskap te maak om sodoende hulle
eie welstand en dié van hulle ongebore kind te bevorder.
Hierdie studie ondersoek en beskryf die ondersteuningsbehoeftes van swanger adolessente in
drie lae-inkomste gemeenskappe. Dit is gedoen deur die huidige ondersteuning wat wel
beskikbaar is en deur swanger adolessente gebruik is, te ondersoek, asook om aspekte te
identifiseer wat meer ondersteuning benodig. Deur die gebruik van ʼn ekologiese benadering
tot hierdie studie kon die behoefte aan ondersteuning dus op veelvoudige vlakke ondersoek
word.
ʼn Kombinasie van kwantitatiewe en kwalitatiewe navorsingsmetodes is in hierdie studie
gebruik. Die studie veronderstel verder ʼn verkennende en beskrywende navorsingsontwerp
om sodoende ʼn uitvoerige beskrywing van die verskynsel wat ondersoek word, naamlik
adolessente swangerskap, te verskaf. Data is ingevorder deur die gebruik van ʼn semigestruktureerde
vraelys wat tydens individuele onderhoude toegedien is. Dit het toegelaat dat
data ingevorder kon word wat beide meetbaar sowel as ryk in beskrywing was. Die ontwerp
van die semi-gestruktureerde vraelys is gebaseer op inligting verkry uit die literatuurstudie.
Die bevindinge vanuit die empiriese ondersoek dui daarop dat adolessente beperkte kennis
het oor die formele ondersteuningsdienste, veral maatskaplike welsynsdienste,
ondersteuningsgroepe en gesondheidsdienste, wat dan swak gebruik van bogenoemde dienste
tot gevolg het. Gevolglik word beperkte ondersteuning aan hierdie dienste toegeskryf.
Die bevindinge dui verder dat informele bronne van ondersteuning, soos familie, vriende en
metgeselle, relatief ondersteunend was tydens die adolessent se swangerskap. Nietemin was
die adolessente se verhoudings met hulle ouers en metgeselle besonder gespanne, veral dié
met hulle vaders. Van aansienlike belang was die bevinding dat veral vaders beskou is as dié
persone wat die minste ondersteuning tydens die swangerskap gebied het.
Daarbenewens word adolessente as gevolg van hulle swangerskap op veelvoudige vlakke
gestigmatiseer. Daar is stigmatisering deur vriende en portuurgroepe op skool, wat ’n impak
het op die adolessent se sosiale aanpassing. Stigmatisering deur gesondheidsdienste het gelei
tot tugtigingsondervindings wat die adolessente daarvan weerhou het om hierdie dienste te
gebruik. Verder word adolessente ook deur hulle gemeenskappe gestigmatiseer, waar die
algemene veroordeling lei tot verhoogde spanning en vrees wanneer hulle formele of
informele ondersteuning benodig.
Die belangrikste aanbevelings van hierdie studie, dui daarop dat vele bronne van
ondersteuning beter gebruik sou geword het tydens swangerskap indien die adolessente meer
kennis van die beskikbare ondersteuning gehad het. Dit is veral opmerklik ten opsigte van
maatskaplike welsynsdienste, wat ʼn vername rol speel in die opvoeding van adolessente,
hulle ouers en die gemeenskap aangaande seksualiteit, adolessente swangerskap en die
belangrikheid van ondersteuning.
Daarby benadruk die aanbevelings die belangrikheid van die bevordering en fasilitering van
portuurgroepopvoeding en ondersteuningsdienste, wat van groot waarde vir adolessente kan
wees. Om ondersteuning van portuurgroepe te ontvang, kan nie slegs hoogseffektief wees
nie, maar ook toelaat dat swanger adolessente ʼn positiewe bydrae aan ander adolessente kan
maak wat hulle in dieselfde situasie mag bevind. Sodoende word swanger adolessente
bemagtig en bemoedig, wat noodsaaklik is in ʼn omgewing waar hulle tipies vermy en as
mislukkings beskou word.
19
Burns, Vicki E. "The experience of having become sexually active for adolescent mothers." Free to MU Campus, others may purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091907.
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Brown, Amber L. "The Effect of Breastfeeding Education on Breastfeeding Initiation Rates Among Teenage Mothers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc5550/.
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The purpose of this study was to examine the effect of a breastfeeding education program on breastfeeding initiation rates, breastfeeding knowledge, and attitude towards breastfeeding among teenage mothers at an urban school for pregnant and parenting teens. Breastfeeding initiation rose from 35.7% in the control group to 85.2% in the treatment group. The mean score on the Breastfeeding Knowledge Subscale was significantly higher for the treatment group but not the control group. There was not a significant increase in mean scores on the Breastfeeding Attitude Subscale. Participants who initiated breastfeeding scored also had a significant increase in scores from pretest to posttest on the Breastfeeding Knowledge Subscale, while participants who did not initiate breastfeeding did not.
21
BETTS, SHERRY CROOP. "ADOLESCENT PREGNANCY AND ITS RELATIONSHIP TO HIGH SCHOOL DROPOUT." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184185.
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The purpose of this study was to determine the similarities and differences between pregnant/parenting teens and other young women who drop out of high school. It also sought to determine the characteristics which discriminate between pregnant or parenting teens who continue with school and those who drop out. A comparison of 33 female high school dropouts with 47 dropouts from an alternative program for pregnant/parenting teens produced a discriminant function which accounted for 99% of the variance between the groups and correctly classified 74% of the subjects by group. Examination of the discriminating variables did not produce the expected variables such as school performance, educational aspirations, and value of education to friends. The results indicated that the two groups of dropouts did not differ in educational background variables and that pregnancy alone did not cause otherwise capable students to drop out of school. It was found that pregnant/parenting dropouts were more likely to be Hispanic, from families who valued education less, and have lower career and college aspirations than other dropouts. The second comparison of 47 pregnant/parenting students who dropped from the alternative program with 67 who maintained enrollment, produced a discriminant function which accounted for 86% of the variance between groups and correctly predicted group membership for 93% of the subjects. Among the variables which defined this function were grade point average, attendance, importance of education to family and friends, educational aspirations, past drop out, sports activities, more than one child, self-esteem, SES, and being minority. These are typical of the differences between any dropouts and enrolled students regardless of the pregnancy.
22
Kumbin, Christine Vonkur. "Policy provision for school-aged mothers in Nigeria." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297961.
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Crenshaw, Cheryl Joseph. "Perceived social support systems of black and white pregnant adolescents." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1166558112.
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Haufiku, Anneli Ndapandula. "Teachers’ experiences and practices of support for school-going teenage mothers in Namibia." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86504.
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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers.
Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools.<br>AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders.
Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.
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Skuse, Tricia. "Adolescent motherhood : a longitudinal study of teenage and adult mothers over the first year." Thesis, Oxford Brookes University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389343.
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Harrington, Patricia Watt. "Age, social support, and the development of maternal behaviors in first-time teen and first-time non-teen mothers /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169679.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Susan W. Salmond. Dissertation Committee: Jane A. Monroe. Includes bibliographical references (leaves 138-148).
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Chigona, Agnes. "Promoting girls' education in South Africa : with special reference to teen mothers as learners." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1981.
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Thesis (DTech (Education))--Cape Peninsula University of Technology, 2007<br>There are many challenges to girls' education. Each and every barrier is challenging in and of itself. Teenage pregnancy/motherhood is a major cause of schooling disruption. Research shows that about 4 in every 10 girls become pregnant at least once before age 20 (McDowell, 2003). In most cases, teen pregnancy/motherhood has resulted in the discontinuation of education for the girls, leading to the loss of a sustainable future. In South Africa, girls have the right to continue schooling in public schools even after becoming mothers. In the Western Cape, the Education Department introduced the Managing Learner Pregnancy Policy (MLPP) which guarantees pregnant or mothering learners a right to remain in public schools. Despite the MLPP, teen mothers face a number of challenges as learners - they feel marginalised by the schooling system. Consequently, it is not easy for the girls to succeed with their schooling. They experience pressure from teachers, fellow learners, parents and society. In most cases, the teen mothers receive very little support and they are usually misunderstood. Society perceives teen mothers as deviants, failures and irredeemable girls who can contaminate other girls and influence them to behave immorally. Teen mothers are stigmatised. The stigma and discourses that help to construct it are the forces that impact on the schooling processes of the teen mothers. In most cases, responses of educators, parents and communities towards teen mothers are affected by beliefs, values and attitudes situated in the discourses.
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Brace, Andrea Michelle. "Analysis of the effectiveness of the Circle of Care Program in increasing life outcomes among teen mothers in Troup County, Georgia." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-03252009-094833.
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Wai, Hoi-ka Jessica, and 韋海嘉. "Benefits of perceived social support in adolescent pregnancy: an integrative review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45011977.
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Beesham, Nirupa. "The life-world of the schoolgirl-mother." Thesis, University of Zululand, 2000. http://hdl.handle.net/10530/1156.
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Submitted in fulfillment of the requirements of the degree Master of Education in the Department of Educational Psychology in the Faculty of Education at the University of Zululand, South Africa, 2000.<br>The aim of this study was to investigate the life-world of the schoolgirl-mother. The study commenced with an orientation framework in which the problem of the high incidence of teenage pregnancies was analyzed.
The orientation to this study is followed by a chapter concerning the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative research method was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of interviews with schoolgirl-mothers. The data was analyzed by using a phenomenological approach in which emerging themes were identified. This was followed by a literature review to compare and complement the qualitative data analysis.
The results from the qualitative research showed that adolescent girls are not adequately informed about the meaning of the onset of menarche and this lack of authentic knowledge may result in teenage pregnancy while still in school. Most girls fell pregnant between the ages of 15 and 17 years. Schoolgirl-mothers also indicated their lack of knowledge concerning the availability and use of contraceptives. The study revealed a relation between socio-economic status and teenage pregnancy and a recurrence of adolescent parents with each new generation. Teenage pregnancy is associated with interruption in schooling and school dropout.
In the literature review the life-world of the schoolgirl-mother was discussed. She can only form a meaningful life-world by forming meaningful relationships with the self, other people, things and ideas and religion. Being a teenage mother causes these relationships to become impaired because the girl is not mature enough or emotionally ready for the responsibilities of motherhood.
The study concludes with findings from the research and the following recommendations were made:
Accountable sexuality education must be available to all teenagers.
Clinics must be easily accessible with adequately equipped personnel to assist teenagers on all aspects of sexuality.
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Chiyota, Namayuba. "Implementation of a Re-Entry Policy for Teenage Mothers in Zambian Secondary Schools." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78508.
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The education of girls is hampered by many challenges among them teenage pregnancy. The Zambian government introduced the re-entry policy in 1997 to allow girls that get pregnant to return to school and complete their education. Even after the policy was introduced, many girls that get pregnant fail to return after their maternity leave. Therefore, this study investigated how the re-entry policy is implemented in Zambian secondary schools in Monze District using a qualitative-interpretivist-case approach. Hence data was collected using semi-structured interviews, field notes and document analysis to understand the implementation process through the eyes of the purposively selected Ministry of Education (MOE) officials, head teachers, teachers, teenage mothers, learners and parents. The collected data was coded sing a computer software Nvivo and analysed using thematic analysis. The research findings show the nature of current school re-entry policy implementation, opportunities through the re-entry policy, Weaknesses of the re-entry policy, challenges faced by teenage mothers and the existing support systems in place for teenage mothers. A framework for the effective implementation of the re-entry policy in schools was designed.
The study findings on re-entry policy implementation for teenage mothers concluded that, more remains to be done in terms of its implementation by various stakeholders. The re-entry policy is not well implemented as there are no re-entry policy guidelines in schools, lack of clarity on the guidelines compelling stakeholders to implement it their own way. Nonetheless, the findings show that the re-entry policy had notable achievements such as the re-admission and completion of teenage mothers’ education, awareness of the re-entry policy, strengthening of comprehensive sexuality education (CSE) in schools and collaborations between schools and civil society organisations (CSOs) and other government departments. The recommendations include: Government to ensure that the development of policies and implementation is inclusive and sustainable. School implementers should be given orientation on the implementation of re-entry policy; strengthening the re-entry policy and other supporting policies and laws that can promote gender equality and inclusion to enhance educational opportunities; CSOs, department of social welfare ties and parental and pupil support should continue collaborating to promote the education of the vulnerable that include teenage mothers.<br>Thesis (PhD)--University of Pretoria, 2020.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Hertfelt, Wahn Elisabeth. "Teenage childbearing in Sweden : support from social network and midwife /." Stockholm : Karolinska institutet, 2007. http://diss.kib.ki.se/2007/978-91-7357-289-7/.
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Estrada, Luz. "Program evaluation of a mentoring program for teen mothers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1301.
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Mack, Julia M. "Pregnancy Intention Status: Its Influence on Maternal Behavior and Offspring Aggression." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1268690730.
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Jorgensen, Julie Ann. "EARLY RECOLLECTIONS OF UNWED, PREGNANT ADOLESCENTS WHO HAVE CHOSEN TO KEEP THEIR BABIES AFTER BIRTH." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276354.
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Turner, Katrina M. "Predictable pathways? : an exploration of young women's perceptions of teenage pregnancy and early motherhood." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/17764.
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While young women from relatively affluent backgrounds tend to abort their pregnancies, young women from relatively deprived backgrounds tend to keep theirs. It has been suggested that this socio-economic-pregnancy outcome relationship is due to some form of subcultural acceptance of teenage motherhood existing among disadvantaged groups. The aim of this thesis was to assess how young, never pregnant women from diverse social and economic backgrounds perceive teenage pregnancy and early motherhood, and to consider whether these perceptions could, at least in part, explain this relationship. 248 women (mean age 15.6) completed a questionnaire which requested information on their lives, experiences, expectations about their futures, and their views of teenage pregnancy and early motherhood. Six discussion groups were then held with selected sub-groups of these women to explore their views in greater detail. As the thesis had an additional aim of exploring the process embarked upon by women following the confirmation of a teenage pregnancy, semi-structured interviews were conducted with eight women who were currently pregnant, had recently entered motherhood, or had an abortion. It was evident that young women from relatively deprived backgrounds may be more likely than their relatively affluent peers to predict they would keep a teenage pregnancy, and may anticipate early motherhood as having fewer implications for their current situation and futures. It was also evident that young women may view this role as beneficial and plan their pregnancies. However, it was clear that young women from diverse backgrounds may view early motherhood in a predominately negative light, and a range of factors may influence the outcome of a teenage pregnancy. Thus, whilst there was evidence to support the subcultural acceptance hypothesis, it did appear that this acceptance is one which would maintain a young woman on the pathway to motherhood rather than encouraging her to enter this role.
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Vinson, Jenna Elizabeth. "Teenage Mothers as Rhetors and Rhetoric: An Analysis of Embodied Exigence and Constrained Agency." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293424.
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This dissertation examines the rhetorical function and social implications of the "dominant narrative of teenage pregnancy"--that is, the popular depiction of young motherhood as the tragic downfall of a woman's life. I employ feminist poststructuralist and visual rhetorical critique to analyze historical and contemporary teenage pregnancy prevention materials as well as journalistic representations of young mothers. Building from this analysis, I argue that the dominant narrative pathologizes teenage mothers, prevents a focus on structures of inequality and poverty, sustains racialized gender ideologies, and encourages practices that perpetuate disparities for pregnant/mothering young women. In addition, this project explores strategies for resisting this discourse. Specifically, I review scholarship that has contested the dominant narrative and identify counter-rhetorical practices that some young mothers use in their published first-person narratives. Finally, drawing on focus groups I conducted with 27 young mothers, I illustrate that visibly young pregnant and parenting women are often publically confronted by strangers because they embody an urgent and much-debated social issue. I offer the concept of "embodied exigence" as a way to understand how discursive and material realities of the body may construct rhetorical situations and how the body may function as a site of constrained agency. Building from rhetorical theories of agency, exigence, and feminist work on the visibility of motherhood, I assert that in moments of embodied exigence, marginalized young mothers may seize the opportunity to resist dominant rhetoric and act as rhetors in their own right.
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Shaningwa, Lilia Mariro. "The educationally-related challenges faced by teenage mothers on returning to school: a Namibian case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003388.
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The study aimed to investigate the educationally-related challenges faced by teenage mothers in coming back to school in two senior schools in the Kavango Education Region. This small-scale study focused on the challenges that influence or affect the academic progress and development of these learners. The study looked at how teenage pregnancy is perceived as a social problem in many countries as well as in Namibia and examined its impact on the educational aspirations of the young mothers. Namibia has a policy in place to cater for the continued education of learners returning to school after the birth of their babies. This policy was analysed and its implementation in the selected schools formed part of the study, The findings revealed that the educational challenges faced by these young women range from social exclusion to the need to manage the dual responsibilities of motherhood and study. The way in which the learners who participated in this study are viewed by their peers and their teachers was found to be influenced by the cultural connotations ascribed to women as soon as they become mothers, a factor that adds to the challenges these learners face when returning to schools. Cultural connotations which perceived a mother as an adult in the society was attached to the change of the behaviours and attitudes of school young mothers. The findings also showed that while these learners tended to be withdrawn in class and were generally unable to participate in extra-mural activities, they none the less were able to compete with their peers in terms of their academic performance. The study revealed that there is no shared understanding of the policy among the participants and that it is not effectively implemented in the schools, nor is it uniformly applied.
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Kolm-Valdivia, Nicole. "Self-Efficacy of School Nurses in Providing Support for Pregnant and Parenting Teenagers." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353023673.
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Muteti, Tabitha Ndinda. "Educational experiences of pregnant and parenting adolescents in pregnant minor education program." CSUSB ScholarWorks, 2013. https://scholarworks.lib.csusb.edu/etd-project/693.
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The objective of this study was to inquire into the educational experiences of pregnant and parenting adolescents enrolled in a pregnant minor program and represent their voices by documenting this inquiry. This is a qualitative study that utilized phenomenological perspective and included a series of three in-depth interviews with six pregnant and parenting students. The focus and aim of the study was to represent the participant's voices on their educational experiences. The participants were pregnant teenagers attending a program in Southern California in the United States of America.
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Konjoian, Rae. "A HEALTHY PREGNANCY CURRICULUM FOR ADOLESCENT MOTHERS: PARTICIPANTS' PERCEPTIONS AND EFFECTS ON INFANTS' BIRTH WEIGHT." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2342.
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The purpose of this study was to determine if there are differences in birth weight of infants, tobacco use during pregnancy, and Apgar scores of infants between pregnant adolescents who successfully complete a healthy pregnancy curriculum and those who do not and to further examine the adolescent mothers' perceptions of the major concepts included in a healthy pregnancy curriculum. The study involved the collection and analysis of retrospective data to determine differences in birth weight of infants, tobacco use during pregnancy, and Apgar scores of infants. Additionally, a questionnaire, focus group discussions, and follow-up interviews were conducted with former students of the healthy pregnancy curriculum to examine the adolescent mothers' perceptions of the major concepts in the healthy pregnancy curriculum. The participants answered questions regarding how important they thought each major concept is for inclusion in the healthy pregnancy curriculum, how much they learned about each major concept, and how helpful that information was in their own experiences. Analyses of the data did not show statistical differences between adolescents who successfully completed a healthy pregnancy curriculum and those who did not complete a healthy pregnancy curriculum regarding differences in birth weight of infants, tobacco use during pregnancy, and Apgar scores of infants. These findings of non-significance may be due to the small number of participants (n=50), non-participants (n=149), and the limited duration of the study data (1999 to 2003). A larger population over a longer period of time might yield different results. The findings from the qualitative data provided by the seven former students suggest that pregnant adolescents who successfully complete the class perceive the components of the healthy pregnancy curriculum as valuable and important. Topics that were indicated as particularly important were The Birth Process, Nutrition, Decision Making, and Family Planning. Participants further indicated changes in their attitudes for all ten topics and changes in behaviors in the areas of Human Reproduction, Nutrition, Health-Care Practices, Environmental Effects on the Unborn Baby, and Decision Making.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Curriculum and Instruction
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Pitso, Tsolo Joseph. "Pregnant teenagers' readiness for motherhood: a quantitative investigation in Nkonkobe Municipality, Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006289.
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The issue of teenage motherhood has been a concern, globally, continentally and locally. The quantitative study assessed whether the pregnant teenagers were ready for motherhood. This report analysed the current positions of women whose first child was to be born when they were teenagers in the rural Eastern Cape setting. The structured questionnaires were given to 106 pregnant teenagers who visited the War Memorial clinic for pregnancy check-up and convenient sampling was used to select these respondents. The items of the questionnaire were divided into the following sub-topics: prenatal and postnatal challenges and roles and responsibilities of motherhood. The study found that most of the pregnant teenagers were aware of the prenatal and postnatal challenges but they were not ready to perform the roles and responsibilities associated with motherhood. The analysis of data was divided in terms of descriptive and inferential statistics. The binary regression model was used to assess the factors affecting the pregnant teenagers’ readiness for motherhood. The finding of this study indicated that most (about 79 percent) of the pregnant teenagers were not aware of the roles and responsibilities of motherhood In addition to being not ready to face the psycho-social challenges of motherhood. Hence they indicated low level of readiness to motherhood. The psycho-social theory of Erikson posited that children who had strong and intact psycho-social relationships with the caregivers might have a high possibility of acquiring their identity during adolescent stage and this will help them to interact both effectively and efficiently with their peers and the society at large. While those do had negative psycho-social development have a high chance of facing identity crisis/confusion. As a result, they might lead them to being victims of psycho-social interaction such as early pregnancy.
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Fortier, Elyse. "Exploring the Knowledge, Attitudes, and Experiences of Young Mothers in Ottawa: A Qualitative Study Dedicated to “Rapid Repeat” Pregnancy." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36670.
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“Rapid repeat pregnancy”, which is common among young mothers, is the onset of pregnancy within 24 months of a previous pregnancy outcome. Teenage motherhood is associated with many economic, social, and health challenges. These challenges often become more serious and more difficult to manage after a subsequent delivery. The circumstances surrounding rapid repeat pregnancy among young mothers living
in Ottawa remain unclear. This study explores the experiences, knowledge, and attitudes of young mothers towards rapid repeat pregnancy and contraception through a multi-method study. The multimethod study includes in-depth interviews with young mothers living in Ottawa who have experienced rapid repeat pregnancy and in-depth interviews with services providers who work with them. Results from the interviews indicate that young mothers often do not use post-partum contraception,
actively and passively plan their pregnancies, experience violence, and have mental health and substance abuse issues. Many young mothers expressed that trying to access services, especially mental health support services, can be a long and difficult process. Key informants expressed the need for more sexpositive, youth-friendly sexual and reproductive health education. There is a need to identify and further
develop youth-friendly services that young mothers feel comfortable accessing. Supporting efforts to increase adolescent mothers’ and service providers’ awareness of existing services appears warranted.
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Simmons, Bonnie J. "Understanding Teen Pregnancy through the Younger Sister's Voice: A Focused Ethnography." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07272006-212237/.
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Thesis (Ph. D.)--Georgia State University, 2006.<br>Title from title screen. Sherry Gaines, committee chair; Kathleen Wilson, Wendy Simonds, committee members. Electronic text (144 p.) : digital, PDF file. Description based on contents viewed May 16, 2007. Includes bibliographical references (p. 141-144).
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Broström, Ann-Catrin, and Eeva Huttu. "Oj ska du behålla det? : En kvalitativ studie om Tonårsmammor i ett Brukssamhälle." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-15382.
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Enligt statistik föreligger det en högre frekvens av tonårsfödslar i detta specifika brukssamhälle i jämförelse med en närliggande mellanstorstad. Det existerar ofta en speciell bruksanda i brukssamhällen där arbete många gånger föredras framför utbildning. Uppmuntrar denna mentalitet till att skaffa barn i ung ålder och vilken betydelse och påverkan har mödrarnas ålder vid barnafödande? Skapar tonårsmammorna sin identitet genom att reproducera mödrarnas livsstil? För att ta reda på detta har fem tonårsmammor blivit intervjuade och fått lämna sin livsberättelse. Intervjufrågorna var uppdelade i tematisk ordning för att få en följsam berättelse. En professionell person som är anställd i en stödgrupp på orten har blivit intervjuad för att få en nyanserad bild av tonårsmammornas situation. Analysen av intervjuerna är genomförd med hjälp av teorier av Skeggs, Angelöw & Jonsson och Giddens om respektabilitet, roller och identitet. I forskningsprocessen upptäcktes vissa tydliga mönster gällande barnafödande och utbildningsnivå. De flesta tonårsmammorna hade mödrar som skaffat barn när de var i tonåren. De flest unga mammorna och deras föräldrar saknade eftergymnasial utbildning. Kulturen och den norm som råder i brukssamhället uppmuntrar ungdomar att skaffa barn tidigt.<br>According to statistics, there is a higher rate of teenage births in this specific industrial community in comparison with the big city. There is often a special spirit of the mining communities where work is preferred more often than education. Does this mentality encourages having children at a young age and which meaning and influence do their mother’s age at childbirth. Creates teenage mothers their identity by reproducing maternal lifestyle. To find this out, five teenage mothers had been surveyed and they left theirs life story. The interview questions were divided into thematic order to get a smooth narrative. A professional person who is employed in a support group in the community has been interviewed to get a balanced picture of teenage mothers' situation. The analysis of the interviews implemented with using theories of Skeggs, Angelöw & Jonsson, and Giddens on respectability, roles and identity. The research discovered some clear patterns concerning child bearing and education. Most teenage mothers were mothers who had children when they were in their teens. The most of the young mothers and their parents had no post-secondary education. In the industrial community, the culture and the norms encourages young people to have children earlier.
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Willis, Susan Beth. "Cost-benefit and cost-effectiveness of case management for a teen pregnancy and parenting program." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/630.
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Huddleston, Pamela S. "Structural and functional family characteristics : a comparison of pregnant or parenting adolescents and their non-pregnat and non-parenting peers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060108.
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Samuelsson, Jonna. "“Because their feet also used to be swollen... For those people their feet don’t use to fit in the shoes, so they used to tease them.” : - A qualitative study on the experience of being a pregnant teenager and young mother in Rundu, Namibia." Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4704.
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Namibia, as most countries on the African continent, is facing a high rate of teenage pregnancies. It is one of the biggest social issues challenging contemporary society, contributing to social problems such as illegal abortions, baby dumping and suicide attempts. The aim of this bachelor thesis is to focus on young women and their experiences of being pregnant teenagers and young mothers. During this research process young mothers have elaborated on their own life situation discussing ideas that could have helped them during the pregnancy. They also give ideas on what could be helpful for them today. The research also pays attention to the attitudes that the young mothers face in their communities. The town were this research was carried out, Rundu, is situated in the Kavango region, which has the far highest rate of teenage pregnancies in the country. This is a qualitative research and data was collected through daily observations, conversations and semi-structured interviews. In the understanding of my results, I have used gender theory, social exclusion, social construction, stigmatisation and an intersectional perspective. According to the results six of my seven respondents were struggling during pregnancy and still do today. They struggle/struggled mainly due to lack of resources and money as well as not having enough people helping them taking care of the baby. Most of the young women left school at an early stage of the pregnancy. This either because school policies would not let them proceed or because school uniforms and shoes were getting too small. Attitudes present and the discourse on pregnant teenagers among young and old people in Rundu prevented some of the pregnant girls from taking part of a social life. They got blamed for falling pregnant. Some of them were feeling very ashamed over their condition and started living more isolated lives, not going in to town anymore and thereby missing health controls at the hospital.<br>Namibia har, som de flesta afrikanska länderna, en hög grad av tonårsgraviditeter. Tonårsgraviditeter är ett av landets största sociala bekymmer, eftersom det leder till andra sociala problem så som illegala aborter, ”baby dumping” och självmordsförsök. Syftet med denna kandidatuppsats är att lägga fokus på de unga mödrarna och deras upplevelser av att vara gravida tonåringar och unga mammor. I uppsatsen får de unga mammorna möjlighet att resonera kring sina egna livssituationer och kring vad som hade kunnat hjälpa dem under tiden då de var gravida. De berättar också om vilken sorts stöd de behöver idag. Uppsatsen lägger vidare fokus på attityder som de unga mammorna möter i de olika sammanhang där de befinner sig. Staden Rundu, som är platsen där empirin har samlats in, är belägen i Kavangoregionen, som har den absolut högsta siffran tonårsgraviditeter i hela landet. Detta är en kvalitativ studie och empiri har samlats in genom dagliga observationer, samtal och semi-strukturerade intervjuer. I analysen av resultaten har teorier kring genus, social exklusion, social konstruktion, stigmatisering samt ett intersektionellt perspektiv använts. Resultaten visar att sex av de sju informanterna hade det svårt under sin graviditet och fortfarande har det svårt idag. De har det kämpigt främst på grund av att de saknar ekonomiska tillgångar och människor omkring dem som kan hjälpa dem att ta hand om barnet. De flesta av informanterna lämnade skolan vid ett tidigt stadium av graviditeten. Det berodde antingen på att policies på de olika skolorna inte lät dem fortsätta eftersom de var gravida eller för att deras skoluniformer och skor blev för små. Attityder mot tjejerna och diskursen kring tonårsgraviditeter i Rundu hindrade en del av informanterna från att ta del av ett socialt liv. De fick skulden för att ha blivit gravida och vissa av dem skämdes väldigt mycket över sin situation. Detta ledde till att de började leva mer isolerat och inte gärna vistades inne i centrum. Vissa av tjejerna missade därmed kontroller på mödravården.
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Licon, Tricia Rachelle. "A program evaluation of the adolescent family life program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1958.
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The focus of the study was an evaluation of a pregnancy prevention program. The study was designed to look at the adolescent pregnant and parenting population in the Adolescent Family Life Program, which serves about 300 clients in Southern California.
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Hinz, Jessica G. "Prediction of child abuse potential of pregnant teens : social support, conflict, attachment /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841149.
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