Supporting Teen Parents: Education’s Role in Empowering Young Mothers

Introduction

The purpose of this study is to delve into the complex relationship between teen pregnancy and academic success. By examining how education can be tailored to support teen parents, this research seeks to uncover strategies that empower students to navigate their pregnancy journey while maintaining their educational pursuits. The significance of this study lies in its exploration of the critical need for sustained educational support for teen parents. When a teen mother continues her education, it yields benefits not only for her family but also for the broader community.

As Jennifer Manlove (2018) asserts, "Improving outcomes for young mothers can often improve outcomes for their children." My interest in researching this topic stems from a desire to uncover the opportunities available to teen parents and to investigate how teachers can actively support and encourage them to continue their education.

The challenges faced by teen parents in completing their education mirror those encountered by students with special needs (Barshay). Teen mothers who earn their high school diplomas create pathways to success for their children, breaking the cycle of poverty that often ensnares young families. This study aims to critically examine current academic practices experienced by teen mothers. Can comprehensive sex education prepare students for the responsibilities of parenthood? It is essential to expose students to the realities of pregnancy before they embark on such a significant journey. My experience as a teen parent and student provides firsthand insight into how educators react to and support expecting students. A significant concern is the tendency to dismiss these young individuals on their path to adulthood. Despite being six months pregnant, I did not receive any guidance or support from counselors, administrators, or teachers regarding my goals or emotions. While expecting students may face greater challenges in graduating high school or pursuing higher education, they should not be disregarded or labeled as incapable.

Literature Review

The following section of this paper explores four key areas of research related to the central question: "Can education be tailored to support the success of teen parents?" Additional considerations include whether middle-class teen parents receive the same academic support as their less privileged counterparts, the psychological changes experienced by teen parents, and the reasons why they drop out of high school. Moreover, the study investigates how the education system can sometimes push teen parents out instead of retaining and supporting them. It also questions whether a General Education Development (GED) credential holds the same value as a high school diploma and explores the fundamental purpose of education. Finally, it seeks to understand how public education can ensure that teen mothers receive a high school diploma.

Gabby Rodriguez, a 17-year-old student who faked her pregnancy to experience the journey of a teen mother, serves as a poignant example of how educators, families, and communities often respond to teen pregnancy. Frequently, teen pregnancy is perceived as a detrimental situation that hinders educational progress. Rodriguez's research project reveals the disheartening reactions of her teachers, who, upon hearing of her supposed pregnancy, shifted from viewing her as a promising student with a bright future to making comments suggesting she had destroyed her potential.

Teens naturally face a high risk of pregnancy, and certain factors exacerbate this risk. For instance, young girls born to teen mothers are "66% more likely to become teen parents themselves" (Harrison). This statistic underscores the importance of addressing the cycle of teen pregnancy through education and support systems.

Theoretical Framework

In this section, I outline my position in the research as a former teen mother who personally experienced the educational challenges faced by many in similar situations. Despite not residing in a heavily impoverished community where teen pregnancies were prevalent, I encountered a lack of support for continuing education as a teen mother. During my high school years, I witnessed fewer than ten pregnancies, which contributed to the scarcity of programs or support systems for students like me.

Despite these challenges, I persevered in my pursuit of a college degree. My determination and resilience, coupled with the encouragement of a few educators who believed in my potential, played a significant role in my success. The challenges I faced, such as overwhelming anxiety during my undergraduate years, were substantial. However, my drive to defy the odds and avoid becoming a statistic motivated me to continue my education.

Data Collection and Analysis

For this project, I collected data through three interviews with teen mothers from diverse socioeconomic backgrounds. These interviews provided valuable insights into the opportunities available to them during their pregnancies, their educational environments, and their personal circumstances. By interviewing teen mothers from different backgrounds, I aimed to understand how various factors, including socioeconomic status, influence academic success, defined as the attainment of a high school diploma or the pursuit of undergraduate studies.

The findings from the interviews highlighted personal and academic factors contributing to teen pregnancy. I also analyzed existing educational programs and examined each interviewee's home life. This information allowed me to identify correlations and differences within cultures, socioeconomic backgrounds, and education systems. Notably, only about 50% of teen mothers receive a high school diploma by age 22, compared to approximately 90% of women who do not give birth during adolescence.

Findings

The results of the interviews with three women who experienced teen pregnancy revealed significant insights into their educational journeys and the impact of their circumstances. A crucial finding was the limited influence of sex education on these women's understanding of pregnancy prevention. Although sex education is implemented in schools nationwide, only one of the three interviewees reported receiving it. Despite not planning their pregnancies, the two women who did not receive sex education believed they were practicing safe sex, even though they were not using birth control methods. Their responses highlight a critical gap in informing and educating teen students about sexual health and pregnancy prevention.

Another notable insight emerged from the women's perspectives on the role of educators in their pregnancy and education. One interviewee expressed a strong desire for educators to be more outspoken about teen pregnancy, prevention strategies, and protective measures. Her response underscores the lack of communication between educators and students, leaving young mothers ill-prepared for the challenges they would face. Another interviewee criticized the closed-mindedness of some schools and educators, noting that despite the prevalence of teen pregnancies in her area, there were no open conversations about expectations or experiences. The third interviewee, a high-performing student before and during her pregnancy, reported negative comments from teachers who dismissed her potential. However, she was motivated by a teacher who encouraged her to continue pursuing her academic goals despite her pregnancy. This positive reinforcement was a crucial factor in her academic success.

Family influence was another significant theme that emerged from the interviews. One woman, who had aspirations of becoming a teacher, attributed her pregnancy to the increased freedom she gained while living with her grandparents after her mother moved out of state. She explained that her grandparents' leniency led to partying and sexual activity, ultimately resulting in her pregnancy. Another interviewee, who had strict parents but was allowed to date, received no support during her pregnancy and felt compelled to drop out of school to support her child. She did not receive encouragement from educators or her parents to continue her education.

Discussion

Aristotle's philosophy on education underscores the importance of educators' interactions with students. He viewed education as a means to create informed citizens and believed that the state, or community, had an obligation to ensure that its people were educated. This philosophy remains relevant today, as teachers play an essential role in guiding students through their educational journeys. Aristotle's assertion that teachers are there to "expound meaning" is particularly applicable to the interaction between pregnant teens and their educators. Unfortunately, pregnant teens often face stigmatization and exclusion during a critical period that significantly influences their future outcomes.

While there are external factors beyond the control of schools, such as a student's private life and family dynamics, interpersonal relationships within educational settings are indispensable in helping adolescents cope with stressors. Providing a supportive, understanding environment can empower young mothers to stay in school and pursue their academic goals. By fostering open communication and offering tailored support, educators can play a vital role in breaking the cycle of teen pregnancy and poverty, ultimately benefiting both the individual and society as a whole.

Conclusion

In conclusion, this study highlights the intricate relationship between teen pregnancy and academic success. Through interviews and analysis, it becomes evident that comprehensive educational support is crucial for teen parents. By addressing gaps in sex education, promoting open communication, and providing tailored support, educators can play a pivotal role in empowering young mothers to succeed academically. The findings underscore the importance of breaking down stigmas and offering guidance to ensure that teen parents do not become casualties of a system that fails to recognize their potential. By fostering an environment of understanding and encouragement, society can help break the cycle of poverty and create a brighter future for both teen parents and their children.

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