Research Proposal: Teen Pregnancy and Parenting on the Educational

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¶ … teen pregnancy and parenting on the educational advancement of a girl child in Buea-Cameroon

In the past 3 decades, there has been an ever increasing interest in the link between lower educational advancements of teenage mothers and adolescents who get pregnant. Numerous studies have confirmed that higher levels of teenage pregnancy are directly linked to higher levels of educational abandonment (Albert, B., Sarah and Christine, 2003; Singh and Darroch, 2000; Federal/Provincial/Territorial Advisory Committee on Population Health, 1999; Galambos and Tilton-Weaver, 1998). This level of consistency has led many researchers to believe that there is a definite and interdependent relation between the two amongst the youth (The Alan Guttmacher Institute, 2000; 1999a, 1999b, 1999c; The Real Costs of teen pregnancy, 2006; Social Exclusion Unit, 1999).

Research studies have studied social effects or influences, on educational abandonment by teenage mothers (Albert, 2004; Albert, 2007; The National Campaign to Prevent Teen Pregnancy, 2003; National Campaign to Prevent Teen Pregnancy, 2006; Rigsby, Macones and Driscoll, 1998). Furthermore, studies have also looked at the impact of economic situation on educational advancements by teenage mothers (Balakrishnan, Lapierre-Adamcyk, Krotki, 1988; Ashken and Soddy, 1980; Ventura, Curtin and Matthews, 2000; Trussell and Menken, 1978; Turner, Grindstaff and Phillips, 1990; Smith, 1993; Secretary of State for Health, 1992). When taken into consideration, all these socio-economic dynamics and peripheral factors have been proved to be decisive in the relation between educational advancements and teenage mothers.

Problem statement

The numerous technological advancements in the field of healthcare and social sciences are providing new and improved procedures to treat pregnant adolescents and teenage mothers (Ashken and Soddy, 1980; Seamark and Gray, 1997; Hammerslough, 1992; Leridon, 1977; Wilson, 1980; Matsuhashi, Felice, Shragg, Hollingsworth, 1989; SOGC, 2000; National Campaign to Prevent Teen Pregnancy, 2003; Polit and Kahn, 1986). This is being done both clinically and psychologically (Suellentrop and Christine, 2002). Still many of these patients are left wanting and disappointed from the educational and healthcare system (Clement and Myles, 1994; Combes-Orme, 1993; Centers for Disease Control and Prevention, 2005; Henshaw, 1998; Lindberg et al., 1997; Wadhera and Millar, 1997; Weinstock, Stuart, and Willard, 2004). Both educational advancement and low educational advancement have been linked to lower levels of educational advancements amongst these adolescents (Wellings and Kane, 1999; Whitehead. And Marline, 2006; Curtis, Lawrence and Tripp, 1988; Cote J. And Allahar, 1994; Balakrishnan, Lapierre-Adamcyk, Krotki, 1988). This evaluation study will thoroughly study factors that influence teen pregnancy and parenting on the educational advancement of a girl child in Buea-Cameroon.

Purpose of the study

The purpose of this study is to understand the factors affecting the educational advancements of teenage mothers and pregnant adolescents living in Buea-Cameroon.

Importance of the proposed study

Since educational advancement is an important social and behavioral phenomenon, this study can be significant at regional, national, and international levels.

1)

The findings of this study will expand the knowledge about developmental influences over educational advancements of teenage mothers and pregnant adolescents living in Buea-Cameroon.

2)

It will provide valuable information for the policy makers both in the central government and local government to make effective decisions to support and fund programs to raise educational advancements of teenage mothers and pregnant adolescents living in Buea-Cameroon.

3)

This study and its findings will become an addition to and update of the international research of educational advancements of teenage mothers and pregnant adolescents in general.

Literature Review

This study is designed to understand the factors affecting the educational advancements of teenage mothers and pregnant adolescents living in Buea-Cameroon. Reviewing the existing literature, it is striking to note that extensive research has been done on the subject of educational advancements at various age levels in the United States and other developed countries. In contrast, there is a significant lack of research investigating the factors affecting educational aspirations of pregnant adolescents or teenage mothers in developing or underdeveloped countries. Therefore, the issue of educational advancements is of national and international importance. It is a concept that has no geographic or language boundaries (Quaglia, 1989). Haller (1993) states that educational advancements are important and the differences in aspirations across groups of youth and reasons for such differences are also important to consider (Taylor & Krahn, 2005). This literature review will review existing literature on factors that impact educational advancement of pregnant adolescents and teenage mothers at the global level.

Pregnant adolescents and teenage mothers' educational advancements

Educational advancement is caused by a number of social and economic factors. This section of the paper provides a profound dimension of causes related to educational advancement of teenage mothers. The results of our research reveal a distinctive pattern of factors, which directly influence this group's educational advancement.

The impact of anxiety on teenage mothers' educational advancement

A group of scholars have found strong links between anxiety and low educational advancement amongst pregnant adolescents and teenage mothers. They founded their study on two theories, namely (1) classical turmoil theory and (2) normality theory. Another group of researchers in their study found that these two theories have dominated some of the studies on the teenage mothers and their behaviors. The turmoil theory mainly concentrates on the psychodynamics of the adolescents, like issues of sexuality and personal characteristics. The normality theory tends to take the limelight away from factors like chaos, variances and disagreement. They point out that most researches that have been done in the past decade on the adolescents have concentrated on two facets: (1) psychobiological (2) psychosocial domains (as cited in Singh and Darroch, 2000). Singh and Darroch (2000) have concluded that both these domains have a profound impact on adolescent educational advancement.

Similarly, a group of scholars in their study presented two examples that describe the aftermath of the biological growth amongst adolescents. These two examples or ideals are the mediated-effects ideal and the direct-effects ideals. The mediated-effects ideal tends to rely on a very extensive spectrum that is accountable for the psychological growth that encompasses the personal, traditional, intellectual and communal elements. While the direct-effects ideal presents a direct association between the physiological alterations and psychological growth. Another group of researchers used Dusek's findings to assess the educational advancement of adolescents and found that mediated-effects model impacted Educational advancement of adolescents, particularly for girls. He failed to find any connection between direct-effects ideals and adolescent Educational advancement (Singh and Darroch, 2000).

Research studies have pointed out that teenage mothers who have higher anxiety levels tend to get more involved in problematic situations and raise serious mannerism concerns, they tend to be unpopular and ostracized by their contemporaries, have inferior levels of the educational advancement, and their grades and academic attitudes suffers a lot more as opposed to those adolescents who are less anxious. Research also indicates that there are between 10% and 30% of teenage mothers whose academic achievements are hampered by the increased levels of anxiety. Researchers also found that pregnant adolescents who have lower degrees of anxiety be more alert and experience higher academic presentations and achievements and are more likely to have higher levels of educational advancement (Singh and Darroch, 2000).

Another aspect of the research that has been covered with teenage mothers serving as the sample has been the joint melancholic effect of the anxiety syndromes and the peripheral syndromes. Most of these studies have highlighted the augmented and joint hazardous elements and their practical implications. Studies have found that confidence and behavioral issues amongst teenage mothers is still one of the many topics that engage researchers. The statistics that show the degree to which the peripheral mannerisms are linked or cause by anxiety range from a meager 2% to 21%. This stat however is not accurate if both the pregnant and teenage mothers are taken into consideration. A group of researchers conducted a longitudinal study that showed that the existence of the joint melancholic effect of the anxiety syndromes and the peripheral syndromes does decline after the initial years of infancy have passed. This could also be a result of the reduction in anxiety with the increase in age (Singh and Darroch, 2000).

The impact of fear on teenage mother's educational advancement

Fear in normal terms is described as a perceived or accepted response to a possible or imaginary danger to threat. However, this definition does not apply when we are considering the scientific form of fear or phobia. A group of researchers in their study concluded that fear was more dominant amongst the teenage mothers as opposed to the other adolescents. However, they could not verify and authenticate this conclusion in a later study. Another group of researchers in their study found that female teenage mothers tend to have higher levels of fear than male teenage fathers. They found that those teenage mothers who experienced higher levels of fear were also prone to higher levels of low educational advancement (Singh and Darroch, 2000).

One study found that some of the more common fearful responses include the phenomena of panic attacks and terrors (Singh and Darroch, 2000). The three common elements that… [END OF PREVIEW]

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Teen Pregnancy and Parenting on the Educational.  (2009, November 27).  Retrieved July 17, 2019, from https://www.essaytown.com/subjects/paper/teen-pregnancy-parenting-educational/4368

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"Teen Pregnancy and Parenting on the Educational."  27 November 2009.  Web.  17 July 2019. <https://www.essaytown.com/subjects/paper/teen-pregnancy-parenting-educational/4368>.

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"Teen Pregnancy and Parenting on the Educational."  Essaytown.com.  November 27, 2009.  Accessed July 17, 2019.
https://www.essaytown.com/subjects/paper/teen-pregnancy-parenting-educational/4368.