Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Presentation

35 views

Published on

  • Be the first to comment

  • Be the first to like this

Presentation

  1. 1. THE IMPACT OF EARLY MOTHERHOOD ON EDUCATIONAL ATTAINMENT BY BETHANY WATSON Adolescent Motherhood
  2. 2. Mission Statement For over a century Hephzibah has been serving the needs of children and families who are homeless, orphaned, abused, and neglected. Our passion is driven by Christ’s command to “offer a cup of cold water” in Jesus’ name and to provide loving, caring, professional, and passionate service to those that are in need.
  3. 3. Early Childhood and Parenting Program  The intention of the ECP is to ensure the residents with children become adequately prepared mothers during their stay here at HCH. Obviously they learn a great deal in the houses from the houseparents on a regular basis, but allowing for this more formal and regulated learning time ensures this is getting done in an appropriate manner, and provides HCH with more information on the state of the residents’ parenting skills at all times.
  4. 4. Education and HCH  Georgia law requires that children from age 6 to 16 attend school  The education of the residents of Hephzibah is of the utmost importance.  On-campus Education center  Houseparents should check resident’s homework and assist as needed. Encouraging regular study habits and dedication to school work will provide lifelong benefits to each resident.  Young children benefit from being read too and older resident’s benefit from seeing positive examples. Encouraging residents of all ages to express themselves verbally opens the door to helping them with any issues and removing any roadblocks to success.
  5. 5. What I wanted to study after my time at HCH  Does adolescent motherhood impact educational attainment? How much of an impact, if any?
  6. 6. Georgia is • 42nd for teens not in school and not high school graduates (9) • 45th for teens not attending school and not working - Teen mothers are less likely to complete the education necessary to qualify for well- paying jobs. Plus, having multiple children compounds the challenges a teen mother faces to finish school or keep a job. (9)
  7. 7. Sociological Theory Application  Critical Theory  The concerns of the new social movements are not wages or work conditions but “have to do with quality of life, equal rights, individual self-realization, participation, and human rights...” (Seidman, 126)  “…aims to not only understand society but change it” (Seidman, 113) Policy Change Title IX Second Chance Homes
  8. 8. Previous Research Outcomes 1-3 years less education than their non- childbearing counterparts “After controlling for both observed and unobserved differences in background and personal characteristics, we found that early childbearing reduced the educational attainment of young women by one to three years” (Klepinger,1995) “Our estimates also vary greatly, from 0.7 to 1.9 fewer years of schooling” (Kane et al., 2013)
  9. 9. Social Implication of Being a Young Mother  Problems in the school system  Peers and teachers  Dropping out of school a process not a one time event, they left school and came back and left again; they were held back a grade because of absences, tried to catch up, became discouraged, and stopped attending; they change schools and tried again in a different state or country” (Erdmans and Black, 2015, 155).
  10. 10. Ways to Improve Educational Attainment  Programs Georgia Campaign for Adolescent Power & Potential (GCAPP) – Second Chance Home  “ninety percent of their residents to get their high school degree or the equivalent, the GED and a third of these graduates were pursuing a higher degree and twenty-four percent still in high school of GED programs after 2 years” (Hudgins, 2014). Teen Choice Program  improvements in sense of personal empowerment, self- efficacy to engage in safer sex practices and parenting expectations and roles (Lieberman, 2015)
  11. 11. References  Anon. n.d. “» About Us Hephzibah Ministries.” Retrieved September 26, 2016 (https://www.hephzibah.org/about-us/).  Anon. n.d. “Fast Facts | GCAPP.” Fast Facts | GCAPP. Retrieved September 25, 2016 (http://www.gcapp.org/fast-facts).  Erdmans, Mary Patrice and Timothy Black. 2015. On Becoming a Teen Mom: Life before Pregnancy. Oakland, CA: University of California Press.  Hudgins, R., S. Erickson, and D. Walker. 2014. “Everyone Deserves a Second Chance: A Decade of Supports for Teenage Mothers.” Health & Social Work 39(2):101–8.  Lieberman, Lisa D., Linda Lausell Bryant, and Keneca Boyce. 2015. “Family Preservation and Healthy Outcomes for Pregnant and Parenting Teens in Foster Care. The Inwood House Theory of Change.” Journal of Family Social Work 18(1):21–39.  Seidman, Steven. Contested Knowledge: Social Theory Today. 4th ed. Malden, MA: Blackwell Pub., 2008. Print.

×