How has history shaped the construction of femininity, family, sexuality, motherhood, and young women's pregnancy? What are the experiences of women who have been pregnant as young women with regard to the consequences for their education.
Personal dilemmas about young women 's pregnanc)'
The age of the participants in the group varies between seventeen and thirty-five. The second category of participants was necessary to help me determine the context of the study. The chapter presents the use of the modified version of grounded theory. The experiences of the participants in the study had to be taken as data from which theory could be formed.
Personal e)(periences
Personal observations
My additional concern for the study stems from my observations and interactions with schools in my previous job as a Senior Inspector/Education Officer in Lesotho for Secondary and Secondary Schools. In my meetings with principals during management inspections, I observed that despite all efforts to educate citizens, there are still schools that continue to exclude young women from access to education due to pregnancy.
The contested space
Some schools expel the single young mothers even in cases where there is a rumor that they have been pregnant in the past. Due to my interest in areas around the discrimination and intimidation of women, I find a further drive to undertake the study.
The sexual young women?
Further observations confirm that the health perspective has led to the definition of pregnancy in young women as a 'pathological (and pathogenic)' condition with causes '(etiology)' that can be identified, and outcomes (prognosis) that lead to medication or cure (Nathanson, 1986). Studies are beginning to examine the consultation of young women and how they (young women) give meaning to their lives (ibid).
Debates on young women's pregnancy trends
Some arguments note that pregnancy of young women is a form of exclusion (Lawler and Shaw, 2002 and Kidger, 2002). The South African example of Macleod (2001) points to similar observations by Geronimus (1992) to question the credibility of young women's pregnancy as a problem.
Day to day debates around young women and pregnancy
The African continent also rose to the challenge and moved to embrace the pregnancy of young mothers as a health problem listed alongside some diseases such as heart attacks (Site). Recent discourses surrounding this issue include arguments that see young women's pregnancy as a problem, while there are those who still call for the opposite.
Young women in pregnancy research
- Theories
- The individual as responsible
- The family
- The society
- The school
The dominant research in these contexts, however, echoed wider social values and subscribed to the view of young women's pregnancy as a 'problem'. The pregnancy of young women in the school context is thus out of bounds and occupies the same space as homosexuality and HIV infection (Epstein, 1996 and Goodley, Lawthom, Clough, & Moore, 2004).
Traditional research
In the case of Lesotho, reasons are given that young women are mostly at home or in schools (Polonyana, 1993). The issues of the role of education, the school environment and uniforms were explored, but there was no definitive information.
Young women 's pregnancy as a health problem
Debates and methodology of choice
The sample
The experiences of the older women I include in this study are there to illuminate their experiences as young mothers of their time. I target young mothers in this study as a group that is globally targeted in the debates surrounding young mothers' pregnancy.
Theoretical frameworks
In Lesotho, there is a knowledge gap about women's status and sexuality, including pregnancy among young women (see for example: Letuka, Mamashela, Matashane-Marite, Morolong and Motebang, 1998 and Kimane, Molise and -Makara, 1999). So I included the young women in the study by listening to them and letting them share their story.
Participants
Within this framework, the research world can begin to focus our interests on observing the role that what we say plays in determining the experience of both the next person and ourselves. In the context of the pregnancy of young women, it is imperative that we begin to open the way for an effective and productive dialogue between adults and young people.
Data generation
Significance of the study
The kind of interventions I am referring to should be informed by research that benefits the young women with the owners as active participants. With this study, I contribute to feminist scholarship by understanding the young women's pregnancy as a feminist researcher, educator, black woman and as a pregnant young woman.
Thesis outline
I present here the opinions of the individuals regarding reasons for and against pregnant young women's presence in the classrooms. I also use literature to bring about relational encounters of young women's pregnancy in Lesotho with other parts of the world.
Lesotho
Some notable changes took place in Lesotho around the aforementioned period. The development of the Women's Bureau is a hallmark of transformation. In addition, policies protect the reproductive rights of young people (Mapetla and Tuoane-Nkhasi, 2003).
The nation
Depending on the context, the young woman may have bad experiences at home, church and school. Some of the common names include Molahleng' (throw it away) or 'Matlakala' (garbage or rubbish).
Roots for formal education
As a result of the fear instilled in the people by religion, few Basotho want to be associated with not believing in Christ (Mohlakoana, 1998 and Poloniana, 1993). The impact of all the above events has implications for the way education is conducted even today.
Women and education
At the National University, trends are beginning to indicate that the female and male numbers are not as different as they are in the college of education. The indication from the figures is that among the students who graduate from the National University of Lesotho (NUL), women are in the majority.
The current role of the church in schools
As a result of being powerless, women conspire in various ways to remain at the lowest levels of educational structures. Therefore, pregnancy at 'the wrong time' warrants some form of punishment. This is caused by the exclusion or pushing of pregnant girls from schools and sometimes from their families.
Teenage pregnancy in Lesotho
The lack of support for sexual issues leads to the neglect of young sexual women in the family, at school and in health facilities (Mohai et al., 2002). Attitudes have also led to the neglect of the UN charters I alluded to earlier in the chapter.
Conclusion
Some of the reasons are that contraceptives promote promiscuity, girls do not have sufficient knowledge, contraceptives make girls look younger, and there are accessibility issues and a discouraging and unfriendly environment in healthcare, including staff (Mohai et al ., 2002 and Motlomelo and Sebatane, 1999). I resituate the young woman observed as 'the problem' in some studies, with the intention of considering how the individual and structures can be brought into dialogue about pregnancy issues.
Motivation for the choice
The studies say that young women's pregnancy is a crisis and agree that something needs to be done. The complexity of young women's pregnancy issues requires looking at the situation from different angles.
Review away from the young woman
To counter the portrayal of people as victims, I rely heavily on the conceptualization of power as productive, which is central to Foucault's work. My choice to survey the school is based on the observation that schools represent governments, churches, families and individual players.
How are young women portrayed?
I understand school as a multiple system of people who bring about general change in our schools and communities. In other words, parents, students and community members together with school employees are all stakeholders and actively participate in bringing about constructive change in the education system (Norum Undated).
The young women's pregnancy research
In addition to the medical prospects, the economist notes that government budgets can no longer afford the maternity costs of young women, as young women's pregnancies consume tax dollars (Mohai et al., 2002 and Makatjane, 2002). Confusion about age may be one of the problems contributing to the perceived lack of reliable data on young women's pregnancies (Motlomelo and Sebatane, 1999 and Makatjane, 2002).
Young women's pregnancy as a health problem
For example, in Lesotho, the question of age was reported with the qualification 'pre-marriage', where the data includes women aged 15–49 who have never married (Makatjane, 2002 and Mturi and Moerane, 2001). Perhaps the traditional law, which states that 16-year-old women are legally marriageable, adds to the confusion.
Absence of young women from research
With these observations in mind, I argue that current debates, including research debates about young women's pregnancy, are influenced by and contribute to the social construction of the issue. I believe that young women's pregnancy experiences are better understood through the inclusion of young women in the conversations.
Culture and the sexual young women
Using culture in this way, studies continue to construct young women as passive, soft and naive in relation to their male counterparts. The cultural construction of virginity for young women in particular coexists with notions of choice and sexual rights (Hof and Richters, 2001).
What does the church have to do with young women's pregnancy?
There are implications for young women's pregnancy when viewed from the perspective of church frameworks that are proposed and interpreted by church members. The element of trust in young women's honest self-disclosure seems to be the key.
The family
Family socio-economic status
I am therefore forced to look at school conditions to examine how they interact with young women's pregnancy. The trend of low socio-cultural status of families appears to run between countries, with poorer countries in the world (in the Global South) recording higher proportions of pregnant young women compared to their counterparts in Western countries.
Parent child relationships
The second area of research focused on the monitoring of young people by parents. Some studies testify that the control or regulation of young people leads to positive sexual choices.
The schools
Roles of schools
However, a number of young women in the survey said there were teachers who got young women pregnant. How do the young women cope when the teachers who promised protection undermine the promise.
The school environment
It is certainly not the young woman's fault that the teachers are abusing them, and structures are responsible for the safety of children. Some participants felt that the young woman should be allowed to return to school after giving birth.
The school uniform
In a school study in Zimbabwe, parents were asked what should happen if a young woman becomes pregnant while at school. Most people with this view place some limitations around which this return is supposed to take place. Some have noted that the young woman's father might reject her (Leach et al., 2000).
The role of education in young women's pregnancy
However, the desire of some young women to have children has been noted (Mapetla and Tuoane -Nkhasi, 2003). This view will be helpful in challenging the social construction of young women's pregnancy (Luker, 1996).
Conclusion
Feminist Theories
Feminist post structural theory
Embedded in the various discourses of young women is evidence of meanings that are made from many spheres, but which exclude young women's experience of decision-making processes. The result of the undertaking is that social inclusion and social interactions are usually neglected or dismissed in relation to young women's pregnancy.
Critical Feminist Theory
Drawing from feminist theories broadly
Feminist theory has been a valuable tool that has moved beyond traditional research by actively removing power imbalances between the researcher and the researched. Feminist theorizing acknowledges the active role of the researcher as the mold that shapes the research through the beliefs and values that are eminent in the researcher.
Social Ecology Theory
Feminist theory is also motivated by the political intent to change oppressive situations while starting with women's lived experience.
The theoretical orientation of power
As mentioned above, the interviews with the principals were on a one-to-one basis (see Appendix J). The intention was to get an overview of the national as well as specific school policies in relation to young women's pregnancy. Principals also reveal the relationship of young women's pregnancy to education. The pregnant young women are considered a disgrace to their families and the schools; therefore they must disappear to save their value along with what remains of the parents' value.
Feminist framework
Sexuality and power
The issue of young women's pregnancy places itself in the debates surrounding biological, gender and power relations. When I ask about experiences with young women's pregnancy, I address the question of how young women position themselves and how they position themselves in relation to pregnancy during their training.
The theoretical lens of discourse analysis
- Public stories, private stories and personal stories
- Linking power and discourse
- Why use narratives for the study of experience?
- Theories, discourse and young women
As my argument for the study suggests, there are many stories told about young women's pregnancy. I have argued in this study that the language used to discuss young women's pregnancy is regulative and has infiltrated the world of research.
Time, space, current, past and future
Feedback from participants
Doing research in this way does not live off the landmarks: the feelings and encounters that have been part of the journey through the study. The absence of the women's stories from pregnancy research has resulted in this gap mentioned above.
Introduction
This debate prompted some push towards developing knowledge that represents the community and does not treat individuals as 'others'. This debate further builds interest in knowledge that does not privilege selected members of the research community and methods from the rest.
Two different Worlds?
The use of quantitative methods on the other hand is perceived as inappropriate for use in research involving emotions of the people (Jayaratne and Steward, 1991 and Dunne, 1996). In addition to the distinction indicated, several authors point out that a combination of both paradigms is not problematic. Rather, the methods complement each other and can help fill the gaps in data collection (Yin, 1984 and Ely, et al., 1991). .
Feminist research methodology - The Bridge?
The combination of the two therefore suggests that the feminist approach is interested in the who, what and how of research. The ability of research to narrow the gap that has always existed between researchers and researched is a feminist idea.
Getting people interested
Gaining Participants' access and consent
The selection criterion
One of the participants was pregnant and in school six years ago and now she is twenty-two years old. The inclusion of several groups responds to an exploration of the wider social construction of young women's pregnancy in the words of others (Naidoo 2002 and Kathard, 2003).
Sampling
I used a self-selected sample to distribute a questionnaire to school principals that I used for establishing the context. I have also included the questionnaire with a self-addressed and stamped envelope to facilitate the return of the questionnaire.
Ethical Considerations
Preliminary meetings
The participants had the right to withdraw from the study at any stage if they wished. They were informed that they could interact with the study until the final stages.
Confidentiality
Some of the participants who were unable to attend the group meetings benefited from the one-on-one meeting I had with them.
Voluntary participation
Why feminist research for this study?
The circumstances of young women's pregnancy invite feminist research because of its 'methodological underpinnings, which see reality as differently constructed and experienced' (Kittay, 1997). This study exploring the pregnancy experiences of young women at school has some differences from studies that have been conducted in Lesotho.
Methods
- Interviews
- Getting ready for the interviews
- Interview schedules
- Re-listening in preparation for interviews
- Pregnant young woman Interviews
- Interviews with Principals
- The parent interviews
- The partner interviews
- The sibling ' s interviews
- The interviews with church representatives
- Interviews with Government official
- Questionnaire
- Memos
- Autobiography
The number of participants was guided by the idea that a group had to be large enough for a lively discussion to emerge without people feeling crowded or overwhelmed (De Vos, 1998). The focus group allowed ideas to be shared by more than just two. individuals. Bell (1997), Jegede (1995), Ary, Jacobs and Rasavich (1985) and Cohen and Manion (1997) all reach a consensus on the usefulness of mixing open and closed questions. The closed questions on the other hand helped me figure out issues that needed a yes or no answer or specific information like age.
Researcher as instrument
By telling my story, sharing with participants in the research and also letting my work be questioned by others who operate both in the same and different frameworks than my own, I am enriched. Therefore, I had to reflect on my intentions and my place in the research and reveal my place as a previously pregnant young woman who has her own experiences to share.
The research process
- Researcher self-disclosure in the process--------------------------------1 03
- Self reflexivity
- The Question of Research Rigor
- Reliability
- Validity
In this study, the basis of my feminist approach used and valued the idea of the 'researcher's self-disclosure'. I declared my relationship to the study and to the participants in it. The use of self-reflexivity has been observed as an effort to examine and reconsider the position of the researcher in relation to the research and the researched.
Triangulation
Data processing and analysis
Analysing data
Some were more interested than others. The less interested shared how research questions are for groups other than them. Content from the notes I kept and the notes I made for documents formed the basis of the analysis.
Questionnaires
The researcher and the researched have analyzed as they join forces to make the experiences make sense and add to the existing knowledge. This added to the end product memories that would otherwise have been forgotten and buried.
Interview Data
Where exceptions were found, I examined the reasons for this and used that information to modify and further develop the emerging theory (Seale, 1999), until I was able to construct a coherent, interpretive account of the interview data.
Pregnant young women interviews
Data Representation
Some of the studies 1 have mentioned have used more than one way of presenting data. This is contrary to the way I learned to write research using the third person.
Conclusion
I begin the chapter with an exploration of the interactions that occur in young women's discourses of pregnancy that operate and influence experiences at individual and collective levels. In the chapter I build on the notion that pregnant young women are excluded from some schools (Solwandle, 2004).
What do participants for the context say?
Some have returned to the same school the following year. The exception to this policy applies where they are in their final year of study because they can come back earlier to sit for the exam. In the discussions, the officer pointed out that the school principals know that the various government policies require that pregnant girls should not be expelled from schools. The Ministry is aware of the expulsions that happen in schools, even though parents or students have not taken up the case for justice to prevail.
Questionnaire to principa1s
Interviews with church representatives
34;The policy may seem unfair when we deny the children to come back to school, as the church's teachings encourage forgiveness." 34;I am aware of the national policy, but we will have to check how we accommodate it without disturbing wider church community."
Interviews with Ministry of Education Official
Should pregnant young women be in school?
He further accused my mother of encouraging me to get pregnant. My mother did nothing to encourage me. My father demanded to know who was responsible for the pregnancy. I continued my education through those difficult times. My father is still angry, even after all this time.
Conc1usion
Approach in presenting the stories
I pointed out the enormous importance of studies carried out in the field of young women's pregnancy research. With this study, I aim to supplement and strengthen the existing knowledge about young women's pregnancy by accommodating the experiences of the pregnant young women as data.
Young women's pregnancy story number one - Lebo
I thought I was being careful, but I don't know what happened and I gave in to make love with my boyfriend. In the home where I live there is peace, I am here with my baby and the other children in the family and it is peaceful because everyone knows that I have this baby and they do not ask questions.
Young women's pregnancy story number two - Nthabi
But one day my mother confronted me and demanded to know what was wrong with me. I never mentioned school to my mother, even though I would do anything to get back into school.
Young women's pregnancy story number three - Lerato
My parents weren't happy, but they also didn't believe I was a bad girl. My boyfriend wanted to be the father of his child, but our fathers did not get along.
Young women's pregnancy story number four - Mpho
I heard whispers around me and heard one girl tell the other that I was pregnant. My thoughts were interrupted by the resounding voice of the principal "from today she will cease to be a student in this school because now she will be a mother told my mother to prepare me for the court hearing tomorrow. I would be taken to the boss of the bar, my father.
Young women's pregnancy story number five - Thato
Unfortunately, she was seen by one of my sisters who had been traveling with my father. My father explained to me that I had to go to court to prove that my boyfriend is the father of my child.
Young women's pregnancy story number six - Celina
I told myself that I was going to call my parents and tell them that I was going to visit a friend. This would have meant that I would only come back to school much later because I would have to be able to be with my child.
Young women's pregnancy story number seven - Tumi
I didn't know I was pregnant, but my mother and the principal at school told me I was. I think my mother doesn't love the baby and sometimes I fear for the baby's life.
Young women's pregnancy story number eight - Neo
I had to make plans to leave because I couldn't be at school forever. My other classmates started making cruel jokes and I thought they all realized that I was pregnant. As a girl, you don't discuss such matters with the elders. I didn't want to talk about the pregnancy.
What now?
Feelings
Plans for the future
Acceptance for the social construction-----------------------------------l 76
Who to tell
The Inception of the focus groups
Partlclpants
Venue
Experiences
Conclusions to focus group interviews
Conclusion to the chapter
Introduction
Feminist autobiography
My story - Me
My relationship with my daughter
How I felt
I shared
How on earth did I get here
Growing up in the Matelile village
My after primary School years
My boyfriend
Being found out
Sharing the test result
Pregnant and back in Matelile
The j ourney
I had a dream
The cane chair
The lunch hour
The journey home
Future plans
