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Free download from www.hsrcpress.ac.za
Free download from www.hsrcpress.ac.za
Edited by Robert Morrell,
Deevia Bhana and Tamara Shefer
Free download from www.hsrcpress.ac.za
Published by HSRC Press
Private Bag X9182, Cape Town, 8000, South Africa
www.hsrcpress.ac.za
First published 2012
ISBN (soft cover) 978-0-7969-2365-3
ISBN (pdf) 978-0-7969-2366-0
ISBN (e-pub) 978-0-7969-2367-7
© 2012 Human Sciences Research Council
The views expressed in this publication are those of the authors. They do not necessarily
reflect the views or policies of the Human Sciences Research Council (‘the Council’)
or indicate that the Council endorses the views of the authors. In quoting from this publication,
readers are advised to attribute the source of the information to the individual author concerned
and not to the Council.
Copy-edited by Mark Ronan
Typeset by Laura Brecher
Cover design by Jenny Young
Cover photo by Cedric Nunn
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Contents
Tables vii
Acronyms and abbreviations ix
Preface xi
1 Pregnancy and parenthood in South African schools 1
Robert Morrell, Deevia Bhana and Tamara Shefer
SECTION A Principals, teachers and the ‘problem’ of pregnancy and parenting
Introduction 31
Deevia Bhana
2 School principals and their responses to the rights and needs of pregnant
andparenting learners 35
Lindsay Clowes, Toni D’Amant and Vuyo Nkani
3 Teacher responses to pregnancy and young parents in schools 49
Deevia Bhana and Sisa Ngabaza
SECTION B Learner attitudes to pregnancy, parents and gender equality:
Aquantitative analysis
Introduction 63
Richard Devey and Robert Morrell
4 Mothers, fathers and carers: Learner involvement in care work 75
Robert Morrell and Richard Devey
5 Mothers: yes, babies: no – Peer attitudes towards young learner parents 87
Richard Devey and Robert Morrell
6 Gender and parenting: Challenging traditional roles? 103
Richard Devey and Robert Morrell
SECTION C Being a learner, being a parent: School experiences
Introduction 121
Tamara Shefer
7 ‘It isn’t easy’: Young parents talk of their school experiences 127
Tamara Shefer, Deevia Bhana, Robert Morrell, Ntsiki Manzini
andNokuthulaMasuku
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8 Being a young parent: The gendered sharing of care work 149
Tamara Shefer and Elron Fouten
9 Conclusion: Policy implications and issues for the future 169
Deevia Bhana, Tamara Shefer and Robert Morrell
10 Being a learner parent: A visual essay 177
Cedric Nunn
Author biographies and reflections on parenthood 197
Appendix 1: Overview of participating schools 207
Appendix 2: Attitude to parents survey 2006 209
References 221
Index 233
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vii
Tables
Table B.1 Number and percentage of respondents by school type 68
Table B.2 Number and percentage of respondents by school 69
Table B.3 Number and percentage of respondents by grade 69
Table B.4 Frequency and percentage of respondents by gender 70
Table B.5 Frequency and percentage of respondents by race group 70
Table B.6 Demographic indicators by school type and school 70
Table 4.1 Number and percentage of youth aged 17–19 attending school,
by gender 76
Table 4.2 Number and percentage of youth aged 17–19 attending school,
by race group 76
Table 4.3 Reasons given by youth aged 17–19 for leaving school, by gender 77
Table 4.4 Reasons given by youth aged 17–19 for leaving school, by race
group 78
Table 4.5 Number and percentage of respondents who are parents, prospective
parents and substitute parents, by gender 80
Table 4.6 Number and percentage of learners who are parents, prospective
parents and substitute parents, by race group 80
Table 4.7 Number and percentage of learners who are parents, prospective
parents and substitute parents, by school type 81
Table 4.8 Number and percentage of learners who are parents, prospective
parents and substitute parents, by gender and race group 82
Table 4.9 Number and percentage of respondents who are parents, prospective
parents and substitute parents, by gender and school type 83
Table 4.10 Status of mother and father of learner, by gender 84
Table 4.11 Status of mother and father of learner, by race group 85
Table 4.12 Presence of siblings in home of learner, by gender 85
Table 4.13 Presence of siblings in home of learner, by race group 86
Table 5.1 Mean scores of learners to attitude statements on parent learners,
by gender 93
Table 5.2 Mean scores of learners to attitude statements on parent learners,
by race group and ordered from strongest agreement to strongest
disagreement 96
Table 5.3 Mean scores of learners to attitude statements on learner parents,
by parent status 99
Table 5.4 Mean scores of African learners to attitude statements on parent
learners, by gender 100
Table 6.1 Learner responses to attitude statements on gender 104
Table 6.2 Correlation between responses to ‘A father can bring up children on
his own’ and ‘A mother can bring up children on her own’ 106
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viii
Table 6.3 Mean scores of learners to attitude statements on gender,
by gender 109
Table 6.4 Mean scores of responses to attitude statements on gender, by
race group 113
Table 6.5 Mean bias score of male and female respondents 114
Table 6.6 Mean bias score by gender and race group 114
Table 6.7 African learners’ responses to attitude statements on gender,
by gender 116
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ix
Acronyms and abbreviations
ABC Abstain, Be faithful, Condomise
ANC African National Congress
CSG Child support grant
DHS South African Demographic and Health Survey
EMIS Education Management Information System
GETT Gender Equity Task Team
HoD House of Delegates
HoR House of Representatives
KZN KwaZulu-Natal
MDG Millennium Development Goal
SANPAD South Africa–Netherlands Research Programme on Alternatives
in Development
SASA South African Schools Act (No. 84 of 1996)
UKZN University of KwaZulu-Natal
UN United Nations
UWC University of the Western Cape
WC Western Cape
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[...]... research conducted in secondary schools in Durban and Cape Town Its starting point is a global feminist corpus of literature that stresses how gender inequality is manifested in contexts of pregnancy and disadvantages girls – in some instances ending their schooling summarily, and in others lowering the ceiling of professional, post-school advancement and dramatically reducing earning capacity (Hattery... are not willing to support young mothers who miss lessons The stigma against pregnancy and young parents in school results in difficult circumstances for young women and young mothers In the context of school pregnancy, the sexuality of young girls is often viewed as threatening and stigmatised In a study of a township secondary school in Durban, Kent (2002: 48) quotes a teacher as saying that ‘a pregnant... elaborating on the specific context of the study, including the demographics of teenage pregnancy and parenting, the policy framework and the social and material context of pregnancy, parenting and schooling Locating the study: Theoretical and contextual framework of gender equality International work by feminist researchers, as well as initiatives that may be included under the broad rubric of gender and. .. nurture, but instead many teachers are complicit in the sexual coercion of young women in schools (see Human Rights Watch 2001) Putting teachers and managers in the front line of research inquiry is important, as what they do affects the efficacy of policy Teachers’ and managers’ experiences of, responses to and interaction with policy in relation to pregnancy and parenting are varied and contested... that most boys will end schooling without becoming fathers And yet all learners have some interest in parenting and pregnancy In the most general sense, all children have parents and thus experience parenting Many learners engage in forms of care work (from babysitting to more active and intensive forms of childcare) And most learners at some or other time are aware of or interact with a girl who gets... other learners and family Quite separate from the intention of new laws, all stakeholders bring with them gendered identities and moralities (prejudices, inclinations) and practices (both at school and beyond) This means that some learners have excellent support systems in place, and others have none There are issues of inclusion and exclusion in the question of becoming and being a parent Young females... cases use it assertively and instrumentally (Haram 2001; Hunter 2002) In order to better understand the agency of young girls we need to examine constructions of young femininity Girls make their femininity under specific cultural conditions, which may include cultural injunctions against sexual relations and pregnancy, as these are part of a transition to womanhood, an estate that young girls are not simply... (Cape Town) and Salt Rock and Umzumbe (KwaZulu-Natal) As well as the three main researchers (and editors of this book) the team included Cedric Nunn, a local KZN photographer, who was commissioned to take photographs of young parents In the course of 2006 he photographed school-going parents whom he identified in both rural and urban settings in KZN At the beginning of 2007 he visited Cape Town and also... being stable and supportive environments that nurture, protect and encourage pregnant learners and young parents, schools are in tension with policy requirements Chigona and Chetty (2008: 276) note that teenage mothers lack support from schools; instead, what they get is ‘misunderstanding and pressure’ Local conditions in schools entail many contradictory processes, some of which undermine the institutional... questions: In what way does gender equality or inequality impact on the lives of pregnant girls and young parents? What do schools do to promote gender equality in the realm of pregnancy and parenthood? Our research reflected the expertise and interests of the research team (set out in more detail in the author biographies at the back of this book), all of whom have academic training and research involvement . manifested in contexts of pregnancy and disadvantages girls – in some
instances ending their schooling summarily, and in others lowering the ceiling of
professional,. schooling without becoming fathers. And yet all learners have some
interest in parenting and pregnancy. In the most general sense, all children have
parents
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