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School and community participation of in-school teenagers affected by orphanhood in a rural South Africa setting

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dc.contributor.author Modise, Alfred Motalenayne
dc.date.accessioned 2018-08-20T07:07:10Z
dc.date.available 2018-08-20T07:07:10Z
dc.date.issued 2014
dc.identifier.issn 1433-0237
dc.identifier.issn 1815-5626
dc.identifier.uri http://hdl.handle.net/11462/1529
dc.description Published Article en_US
dc.description.abstract This study investigated schooling and community participation qualities of teenage learners affected by orphanhood in rural secondary South African setting. Participants were a purposive sample of 30 teenage learners, (female = 60% black = 98%, 12 to 19 years old). Data on their school and community participation were collected using semi-structured individual interviews. The data were thematically analyzed with open-coding. The findings indicated that learners need support for livelihoods, relationship development with extended family or guardians, school attendance, school task engagement and follow through. They experienced material shortages despite state support. From livelihood deprivations and forced opportunities, the learners who had been orphaned enter the working environment earlier than is typical and often do menial jobs. Children who have been orphaned are those under the age of 18 years who have lost one or both parents from any cause (Jeff & Chris, 2002, UNICEF, 2003). This represents about 18.8% of South African children (3 374 971) and 7.3% of children (24 6373) from the Free State or central province of South Africa alone (Central Statistics South Africa, 2011). According to the World Bank (1998), children affected by orphanhood are less likely to have proper schooling from lack of parenting and the resource deprivation associated with being orphaned. Under guardianship, the host family may reduce a child’s attendance at school by labour demands or the inability to pay for schooling (UNICEF, 2003). From these deprivations, learners affected by orphanhood may enter the labour force prematurely, and mostly in the unregulated informal sector (UNICEF, 2012). As a matter of fact, a learner who is orphaned is deprived of childhood from the socio-economic demands on him or her which are developmentally atypical (Ganga & Maphala, 2013). en_US
dc.format.extent 51 997 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Journal of Psychology in Africa en_US
dc.relation.ispartofseries Volume. 24;Number.5
dc.subject culture en_US
dc.subject developmental stage en_US
dc.subject livelihood en_US
dc.subject orphans en_US
dc.subject schooling en_US
dc.title School and community participation of in-school teenagers affected by orphanhood in a rural South Africa setting en_US
dc.type Article en_US

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