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Listening to the voice of school-goi...

Njoora, Jane Gathoni.

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Listening to the voice of school-going teenage mothers: A case study of their needs and supports.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Listening to the voice of school-going teenage mothers: A case study of their needs and supports./
Author:	Njoora, Jane Gathoni.
Description:	308 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2837.
Contained By:	Dissertation Abstracts International64-08A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3102183
ISBN:	0496497683

Listening to the voice of school-going teenage mothers: A case study of their needs and supports.
Njoora, Jane Gathoni.

Listening to the voice of school-going teenage mothers: A case study of their needs and supports. - 308 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2837.

Thesis (Ph.D.)--University of Oregon, 2003.

Teenage mothers in school have been described by critics of current practice as "handled, not heard," indicating that their perspectives are not sought in matters of policy affecting their personal and school life. Drawing on critical theory, I claim that denial of their involvement in discourses that affect their lives is a form of silencing and oppression.

ISBN: 0496497683Subjects--Topical Terms:

626654
Education, Sociology of.

Listening to the voice of school-going teenage mothers: A case study of their needs and supports.
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100 1 $a Njoora, Jane Gathoni. $3 1929327
245 1 0 $a Listening to the voice of school-going teenage mothers: A case study of their needs and supports.
300 $a 308 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2837.
500 $a Adviser: Meredith D. Gall.
502 $a Thesis (Ph.D.)--University of Oregon, 2003.
520 $a Teenage mothers in school have been described by critics of current practice as "handled, not heard," indicating that their perspectives are not sought in matters of policy affecting their personal and school life. Drawing on critical theory, I claim that denial of their involvement in discourses that affect their lives is a form of silencing and oppression.
520 $a Through intensive case study design, I sought to learn directly from teenage mothers in one high school program ostensibly designed for them, what they perceived as their needs, sources of support, and interpretation of the support they received. My intention, then, was to give them voice. My conceptual framework drew from critical theory, which is based on the premise that particular power relationships in a culture oppress its members, and on ecological methodology, which posits that no person can be understood apart from his or her social context. I observed and interviewed eight teenage mothers in school, and, in some cases, at their home and in focus groups. I also interviewed the program director and analyzed program documents.
520 $a My findings revealed that teenage mothers' greatest needs are grounded in "relational poverty," meaning a disconnection from families of origin, boyfriends, peers, and the institutions in which they interact. They also experience chronic financial problems in meeting their basic survival needs and those of their children. While various sources of support are provided, the stigma of being on welfare and receiving handouts works against the teenage mothers' quest for independence. They cope with the stigma by viewing welfare support as a short-term financial safety net, not as a desired lifestyle. I concluded that this rationalization was an emancipatory survival tool. My analysis of proposals for program grants indicates that they reified teenage mothers' deficits; however, my observations and interview with the program director revealed that the mothers were "not handled," but were given opportunities in class to be "heard".
520 $a My findings lead me to recommend policies that provide greater financial support for teenage mothers, more positive grant reporting to mirror their potential, and education of the community on ways to minimize relational poverty.
590 $a School code: 0171.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Secondary. $3 539262
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710 2 0 $a University of Oregon. $3 958250
773 0 $t Dissertation Abstracts International $g 64-08A.
790 1 0 $a Gall, Meredith D., $e advisor
790 $a 0171
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3102183