Perceptions of Zimbabwean menabout teenage pregnancy.

A research report submitted in partial fulfillmentof the requirements for the degree of

BSocSci Honours in Sociology

University of Pretoria

By Kudakwashe Kumbirai Zwana

Supervisor: Dr Charles Puttergill

November 2014

DECLARATION

I certify that this research report is my own work except in

places where references have been made to other sources

acknowledged within the text and that it has not been

previously submitted at any University.

Signed :

Name : Kudakwashe Kumbirai Zwana

Date :

i

Abstract

Studies exploring the perceptions of men about teenage

pregnancy remain limited. Most literature tends to focus on

the effects teenage pregnancy has on the teen mother. Teenage

pregnancy is of growing concern not only in Africa but also

across the globe. The challenges faced by teenage parents

determine the life choices they make. In most cases, girls are

forced to dropout from school due to the stigma and the

pressures of pregnancy. In some cases they are expelled. At

home, they may be chased away forcing them to elope. Boys

however on the other hand are treated differently within both

society and school. At home, certain demands are asked of

them. At school they are looked up to by fellow peers who view

them as alpha males. Their relationships with fellow learners

rarely changes. In most cases they are not expelled from

school nor are they stigmatized. The aim of this study was to

find out the perceptions that Zimbabwean men implicated in

teenage pregnancy have about it. A qualitative research

approach was used to understand the perceptions on the

challenges faced by teenager parents. It highlights, the

challenges faced by teenager parents which vary depending on

their financial disposition. In most cases however, schooling

is often disrupted for both boys and girls.

Keywords: Teenage pregnancy and parenting, perceptions,

challenges, financial disposition, schooling

ii

Table of contents

Declaration i

Abstract ii

Acknowledgements iv

Chapter 1: Introduction

1

1.1 Aims and objectives

2

1.2 Outline of this study

2

Chapter 2: Teenage pregnancy in context

4

Chapter 3: Methodology

8

3.1 Type of study

8

3.2 Data collection: interviews

9

3.2.1 Advantage of interviews

9

3.2.2 Disadvantage of interviews

9

3.3 Participants

9

iii

3.4 Sampling

10

3.5 Data analysis

11

3.6 Ethical considerations

11

3.6.1 Participants’ freedom to participate in the research

11

3.6.2 Privacy and confidentiality

11

3.6.3 Seeking sensitive information

12

3.7 Limitations

12

Chapter 4: Data analysis

13

4.1 Introduction

13

4.2 Perceptions on the challenges faced by teen parents

13

4.3 Perceptions of becoming a teen parent

19

4.4 Perceptions on the attitude of teachers and fellow

learners 21

iv

4.5 Perceptions on the support that teen parents need

23

Chapter 5: Conclusion

26

5.1 Overview of findings

26

5.2 Lessons learnt from the study

26

5.3 Limitations

27

5.4 Recommendations

27

5.5 Conclusion 28

List of sources

29

v

ACKNOWLEDGEMENTSMany people contributed to the success of this study and I

wish to acknowledge them as follows:

First, I would like to extend my sincere gratitude to my

family. Without their financial assistance, this study would

not have been possible. A very special thank you to my

supervisor, Dr Charles Puttergill for his continued guidance,

patience and constructive criticism throughout the research

process. His supervision and assistance with this study have

been truly valuable. I would also like to extend my

appreciation to all research participants for their

willingness to participate in this study. Their contributions

made this study a success. Without their views and valuable

information this study would not have been possible. My

appreciation is extended to my friends for their valuable

input in this project

vi

Chapter 1: Introduction

There is a growing concern about teenage pregnancy in the

world. This is mainly due to the socio-economic and academic

challenges that come with the responsibility of having

children at a young age. Zimbabwe has seen a significant

increase in in teenage pregnancies. To illustrate, the 2005-

2006 Zimbabwe Demographic Health Survey (ZDHS) reported a high

rate of teenage pregnancies (21%), for the 15 to 19 age

cohort. The adolescent fertility rate is higher in rural (120

per 1000 girls) than in urban (70 per 1000 girls) areas. A

number of reasons ranging from poverty to sexual abuse have

been given for this increase (UNFPA Zimbabwe).

As a result of pregnancy, teen parents are usually forced out

of school due to lack of support from their respective

communities. It is the teenage mother who usually faces the

greater burden of raising the child alone as the male partner

may refuse to take responsibility. In instances where the girl

is impregnated by an older man, the consequences for her are

the same due to the legislation prohibiting sexual relations

with children under 18. As a result, girls drop out of school

due to the pressure of pregnancy and the stigma from peers

whereas boys can continue with their education. This is why I

argue that teenage pregnancy is amongst the major concerns

that pose a serious threat to gains achieved by improving the

level of education.

In as much as girls are the most directly affected, teenage

pregnancy has its own consequences for boys as well. In most

1

cases, certain demands are asked of them. Taking

responsibility is one of these demands. It entails paying a

bride price with an additional ‘damages’ fee, a fine

specifically for impregnating someone’s daughter. As a result,

the boy may be forced to look for a job so as to prove that he

is now a man. He may also be forced to move out of the family

home to start his family. In rural Zimbabwe, when a boy

impregnated a girl and takes responsibility, his parents will

allocate him a piece of land where he can build his house as

well as where he can till the land. The homestead is thus

recognised by the headman as independent from his parents’

(Mudavanhu, 2010). This is almost the same for those who

reside in urban Zimbabwe. The only difference is that in urban

Zimbabwe the cost of a piece of land is beyond the reach of

ordinary low income families thus when a boy impregnates a

girl they may end up having to rent a room rather than build a

house. Thus income is a major determinant.

Teen parents are particularly vulnerable groups within any

society. Their vulnerability stems from the fact that

pregnancy impacts on their long term life chances. They are

both at critical points in their lives, where their life

chances may be shaped towards healthy development, stability

and productivity or towards poverty and dependency (Stephens

et al 1999). Without support to continue education, teen

parents will potentially fall victims of poverty.

One aim of this research is to explore the perceptions

Zimbabwean men have with regard to teenage pregnancy. To

elaborate, this research seeks to find out what Zimbabwean

2

men’s views are on the challenges faced by teenager parents,

what could be done about these challenges as well as whether

the views around teenage pregnancy have changed over time. The

research focuses on males, who either impregnated a girl when

they themselves were teenagers or those who impregnated a

teenage girl when they were no longer teenagers.

1.1 Aims and objectives

Within the Zimbabwe, it is unacceptable for teenagers to

engage in sexual activity. Thus falling pregnant or

impregnating a girl is not tolerated. This is why some

teenagers end up running away from home and even dropping out

of school. Communities usually offer little support. In

school, they are treated differently by both teachers and

peers because of the stigma attached to teenage pregnancy and

parenting (Manyalo, 2012). By focusing on perceptions of

Zimbabwean males towards the subject, a more complete

understanding can be obtained on how teenage pregnancy is

viewed within society. Since a subset of the sample is teen

fathers, it provides an indication of the extent to which they

faced challenges not only in schooling but also in supporting

their partner.

Most literature has tended to focus on a female perspective,

hence the focus on males to explore the challenges teenage

parents face, the measures in place and as well as what can be

done in order to lessen the young teenager parents’

challenges, so that they are able to complete their education

and become self-reliant.

3

1.2 Outline of this study

The research report is divided into five chapters. In chapter

two I present a framework based on a review of literature

drawing on aspects from Shaningwa (2007). First, I consider

the perceptions on the challenges faced by teen parents, that

is, for both boys and girls. Second, I focus on their

perceptions on challenges of becoming a teen parent. Third, l

focus on their perceptions of the attitudes of teachers and

learners towards teen parents. Last, I focus on the

perceptions of the educational support that teen parents need.

Chapter 3 discusses the research methods used in conducting

the study. It describes the research design for this study.

The research setting, sampling of the research participants,

data collection is discussed as well as data analysis,

research ethics and limitations of the study.

Chapter four reports on the data collected through interviews

using themes such as: perceptions on the challenges faced by

teen parents, perceptions on the challenges of becoming a teen

parent, perceptions on the attitudes of teachers and fellow

learners towards teenage pregnancy and parenting and the

support that teen parents need.

Chapter five presents a critical overview of the study,

research design, the summative reflection of the main

findings, lessons learnt from this study, limitations of this

study and tentative suggestions for actions and future

research on the basis of the study.

4

Chapter 2: Teenage pregnancy

In this section, I provide a framework for focusing on teenage

pregnancy especially by looking at the different views of

researchers on teenage pregnancy as a social phenomenon. Here,

issues of pregnancy and disruption of schooling are

considered. Research into gender and education, and in

particular the challenges young teen parents go through when

they go back to school, and how to address the challenges so

that the girls are able to finish their schooling, remain

limited especially when looking at the Zimbabwean context.

While the situation concerning teenage pregnancy and schooling

5

problems is less accounted for locally, it is widely accounted

for globally by a number of scholars.

Schooling disruptions are to a larger extent fuelled by

societies’ attitudes to teenage pregnancy. This is to say

that, if society does not accept teenage pregnancy then it is

less likely that there would be any support for teen parents

and this results in them (teen parents) dropping out of school

as acknowledged by Helge (1989). To a larger extent, it is how

the news of a teenage boy impregnating a girl or that of a

teenage girl falling pregnant is received within society which

determines whether or not these teenagers will be able to

continue their education. Mokgalabone (1999) uses this

argument with reference to the South African context.

Furthermore, it is usually the pregnant girl who is forced to

drop out of school whereas the boy can continue attending

school. This defeats the goal of ‘education for all without

discrimination’ as set out in the Zimbabwe constitution.

Research by Kaufman et al (2001) showed that both pregnancy

and parenting are the leading reasons girls give for dropping

out of school. In South Africa, Grant and Hallman (2006) have

shown that in most cases the birth of a baby marks the end of

schooling for the teen mothers. In their research in 2007,

Chigona and Chettey, revealed that in the 2000 Commission on

Gender Equity report to the South African Ministry of

Education, it was stated that a number of complaints had been

received from pregnant learners concerning the manner in which

their schools had been treating them. When looking at the

Zimbabwean context this is also particularly true. The

6

Ministry of Education does not grant maternity leave to

expecting teen parents who are still in school. Furthermore,

in most cases, pregnant girls are expelled from school whereas

in others they end up dropping out as a result of

discrimination they suffer from peers and teachers within the

school. (Sithole et al, 2013) Since a subset of my sample is

teen fathers, I will be able to ascertain the extent to which

their schooling was disrupted as a result of impregnating a

girl.

Education is a human right (UNESCO 2003) and although in some

countries it is not illegal to refuse pregnant girls an

opportunity to complete their schooling, banning them

increases their vulnerability. It is not surprising that the

Nziramasanga Commission (1999) which looked into the entire

education system discovered that, “a high percentage of

dropouts in schools were of girls and most of them

due to pregnancy. The commission expressed great

concern about the ill-treatment the teenage girl was

given by the school administration and education

authorities.” (Sithole et al, 2013) The Forum for African

Women Educationalists (FAWE) has worked since 1992 to promote

Education for Women through advocacy, concrete actions and

policy reforms. As a result of its efforts, in South Africa, a

policy formalised in 1996 allows pregnant girls and mothering

teens to continue schooling logistically and financially

(Grant and Hallman, 2006).

Johansson and Hammaren (2012) explored young fatherhood have

mainly looked at low-income and unemployed young men in Sweden

7

where a new phenomenon was emerging. Within Sweden, young

fathers are creating blogs and presenting themselves on the

Internet. The research found that the images of young

fatherhood constructed in these blogs are often positive and

framed within a discourse of the caring father. Gender theory

informed Johansson and Hammaren’s (2012) conceptual framework.

Embedded in this framework was Raewyn Connell’s notion of

hegemonic masculinity. Connell (1995) defines hegemonic

masculinity as “the con guration of gender practice whichfi

embodies the currently accepted answer to the problem of the

legitimacy of patriarchy, which guarantees (or is taken to

guarantee) the dominant position of men and the subordination

of women.” It has to be noted however that this hegemonic

masculinity is not always negative as found by the research

which showed young fathers as caring. In my research I also

hoped to shed more light on the positive masculinities that

can arise as a result of teenage pregnancy. These positive

connotations usually arise in instances when the teenage boy

accepts responsibility for impregnating a girl. I also hoped

to locate these positive attributes within the broader

challenges that teenage parents face. That is, how these

challenges impact on their status as men within society.

Enderstein and Boonzaier (2013) have argued against Morrell et

al. (2012) discourse of ‘bad men’ widely used in South African

gender activism in their research which focused on narratives

of young South African fathers. The article explored early

fatherhood as a potential site for the development of

alternative masculinities. Young men are often viewed as

8

subjects of risk factor vulnerability and negative outcomes

who become uninvolved fathers. Their article sought to counter

these claims. The analysis revealed that young men

deliberately shift their life focus and actively renegotiate

their identity through the choice to take responsibility for

their children. How these young fathers restructure their

personal goals their relationships with families and

partners in terms of providing emotional and nancialfi

stability for their child challenges stereotypes of

irresponsible young men and absent fathers. Research by Barker

and Ricardo (2005) has shown that discussions around gender

have become synonymous with the disadvantages that women and

young girls face in a patriarchal context. This is not to say

that gender oppressions are not a stark reality. The argument

here is to show that perceptions of young fathers are coloured

by this representation and they are often assumed to be

disinterested and wilfully absent. In doing this research I

want to investigate to what extent these scholarly debates

hold water specifically focusing on the Zimbabwean context.

This is why I chose to interview Zimbabwean men so as to gain

a better understanding of the dynamics that come into play in

the occurrence of teenage pregnancy. Interviewing those who

impregnated a teenage girl should provide me with much needed

insight on the subject. Financial disposition usually

determines the course of action taken by both teenagers. This

is to say that sometimes a boy may refuse to take

responsibility due to the fact that he earns no income or he

comes from a poor family. Even when he does take

9

responsibility in within this hypothetical situation, certain

demands are made of him such as payment of the bride price

including “damages’ for impregnating the girl. This bride

price is usually negotiated between families (Enderstein and

Boonzaier, 2012) the fact that there is limited knowledge of

young fathers and the issues they face is one of the factors

that have necessitated this research.

In Zimbabwe however, much work needs to be done with regard to

teenage pregnancy. There is still limited research into the

perceptions of adolescent fathers. In schools, boys and girls

are treated differently which is why I argue that a policy as

that one adopted in South Africa would go a long way in

ensuring that there is considerable support for teen parents.

Shaningwa (2007) provides a framework on how to analyse the

challenges faced by teen mothers. First, she looks at the

different views of researchers on teenage pregnancy as a

social problem. These issues included “the consequences

related to dropping out of school such as poverty, the limited

career opportunities of teenage mothers, teenage mothers’

social behaviour and social status as well as exclusion.”

(Shaningwa, 2007). Her second focus is on the challenges of

becoming a teenage mother. Here, she looked at the school

environment with specific focus on the stigma attached to

pregnancy within such an environment. Third, she looked at the

attitudes of both teachers and fellow learners towards teenage

mothers in school. This included how teachers and learners

related to the teen mothers, both negatively and positively.

The fourth section of her framework focused on the educational

10

support teenage mothers need. Lastly, she looked at the

implementation of teenage pregnancy policy in Namibia in which

she drew directly from policy documents on teenage pregnancy,

more specifically the part of the re-admission of young

mothers. (Shaningwa, 2007). In this research, I borrowed some

aspects from this framework for my research and broaden it to

focus on the perceptions that men have towards teenage

pregnancy and parenting. These perceptions will be divided

into 4 categories.

First, I consider the male perceptions on the challenges faced

by teen parents, that is, for both boys and girls. Second, I

focus on their perceptions on challenges of becoming a teen

parent. Third, l focus on their perceptions of the attitudes

of teachers and learners towards teen parents. Last, the

research focuses on the perceptions of the support that teen

parents need. Most of the literature that I reviewed focused

on girls mainly due to the fact that in most cases, they are

forced to drop out of school. This is due to various reasons,

health, among them. I focused on male perceptions on teenage

parenting and pregnancy as there is still very little

literature on this. The research juxtaposed the responses of

my male participants with those of the literature I reviewed

so as to unmask how gender and socialisation determines the

perceptions on the challenges faced by these teen parents.

That is why my participants were only male. By drawing to

males who fathered a child with a teenage girl, I explored

whether there were differences in their perceptions on the

issue and how their own experiences may have shaped it.

11

Chapter 3: Methodology

3.1 Type of research

This research was conducted using a qualitative interpretive

research paradigm. Instead of variables, qualitative data

examines motifs, themes, distinctions and perspectives. This

approach is usually inductive. One of its main differences

with quantitative research is that in qualitative research,

analysis proceeds by extracting themes or generalisations from

evidence and organising data to present a coherent, consistent

picture. In quantitative research on the other hand, analysis

is determines by the use of statistics or tables discussing

how what they show relates to hypotheses in qualitative

research social life is examined from multiple points of view

so as to understand and explain how people construct

identities. The assumption here is that certain areas of

social life are intrinsically qualitative (Neuman, 2011)

12

An interpretive paradigm, considers the experiences of

individuals as the main source of interpreting social reality.

For Cantrell (1993), the interpretive paradigm allows the

researcher to understand the situation of the phenomena being

studied and to interpret meanings within the “social or

cultural context” of the participants. Therefore, this

research paradigm allowed me to construe the experiences,

thoughts, and perceptions of the research participants in

their own setting and cultural context. The main advantage of

conducting this study within this research paradigm is that it

allowed me, as the, researcher to understand and make sense of

the actions and views of my participants from an individual

perspective and to understand that different men can perceive

the subject of teenage pregnancy differently.

3.2 Data collection: interviews

The nature of my study allowed me to collect data through two

different data collection tools: interviews and document

analysis mainly due to it being qualitative in nature.

Interviews enable probing and make it possible to understand

the perceptions, opinions and thoughts of the interviewee.

(Cohen & Manion, 1994). Given the sensitive nature of this

research, focus groups ran the risk of generating socially

acceptable answers. This is due to the fact that within a

focus group setting, some participants may find a focus group

situation intimidating and may feel under pressure to agree

with the dominant view. Participants may not be entirely free

to express themselves, especially when their thoughts oppose

the views of another participant. Within the Zimbabwean

13

context, public discussions regarding sexuality are taboo. For

this reason, I used semi-structured interviews.

A semi-structured interview is a qualitative method of inquiry

that combines a pre-determined set of open questions

(questions that prompt discussion) with the opportunity for

the interviewer to explore particular themes or responses

further. Within a semi- structured interview, each person is

asked the same question in the same way with some leeway for

flexibility. This allows respondents to discuss and raise

issues that the interviewer may not have considered (May,

2011). The role of the interviewer is that of directing the

respondent according to the sequence of questions on the

interview schedule. An interview schedule, for the purposes of

clarification, is the guide an interviewer uses when

conducting an interview. Comparability between responses can

be achieved using this method given the structured nature.

With the permission of the respondents, some of the interviews

were recorded.

3.2.1 Advantages of interviews

A semi-structured interview provides valuable information from

context of participants’ experiences. The use of pre-

determined questions provides structure (Neuman, 2011). The

sensitivity of the research topic has necessitated my

implementation of interviews as a method of data collection.

In depth information can also be collected using interviews.

This is usually done through probing. For Bell (1993), semi

structured interviews allow paticipants a “considerable degree

14

of latitude”. An interview is also flexible in that questions

can be explained in instances where the respondent needs

clarity. Participants are given freedom to talk about the

topic and give their views in their own time unlike in

structured interviews, where the respondents are limited to a

range of responses previously developed by the researcher

(May, 2011).

3.2.2 Disadvantages of interviews

Interviewing is time consuming and expensive since it involves

meeting different people at different locations. The quality

of data depends on the quality of interaction as well as that

of the interviewer (Kumar, 2011). When framing questions, the

researcher may introduce his/her bias thereby influencing the

answers given.

In this research, I was attentive of the advantages; how to

facilitate conversation and build rapport, whilst being

mindful of the pitfalls.

3.3 Participants

The research involved finding out the perceptions of

Zimbabwean males on teenage pregnancy and parenting. There was

an underlying question here of whether authorities, parents

and the general public were aware of the challenges of teenage

parenting as well as what they were doing about them. However,

as a researcher, I did interview participants under the age of

18 as it would have involved asking for the parents’ informed

consent as well as the minors’ assent to participate. It is

taboo to discuss issues to do with sexuality in Zimbabwe.

15

Given that this research had a focus on matters linked to

sexuality, parents would have been less likely willing to

grant me permission to talk to their children. In addition,

given my own gender and societal taboos, females would also

have been uncomfortable discussing this matter with a young

male.

Hence, I interviewed male participants between the ages of 18

to 30. I chose this age range because they are defined as

youth. Furthermore, it provided some opportunity to see

whether any differences emerge between those younger and those

who are slightly older. My position as a young adult male in

Zimbabwean society determined the age range of participants.

Zimbabwean men compared to women are more comfortable

discussing the issue of teenage pregnancy with a man. Due to

the insignificant number of people belonging to other races, I

interviewed black Zimbabwean males. Given the time available

to conduct the research, I interviewed 10 people. Eight became

fathers when they were teens. The remaining two fathered a

child with a teenage girl when they were no longer teens. I

took as much time as needed during the interviews so as to get

as much information as possible. No payment or other

incentives were offered to participants. This was done to

avoid prejudicing the answers and findings of the research.

3.4 Sampling

I used personal contacts in order to build up a sample group

to be studied. This study was conducted within the municipal

boundaries of Harare, hence in an urban setting. Participants

16

were drawn from a local sports club whose members come from

the surrounding suburbs in Harare. Snowball sampling was also

be used to supplement the intended number of participants in

cases where some of the participants cancelled the interviews.

Snowball sampling can happen in a number of ways, but

generally it is when a group of people recommends potential

participants for a study, or directly recruits them for the

study. It is a very effective method especially when

recruiting people who are difficult to identify or have to

meet certain criteria to participate. This eases data the

collection process.

3.5 Data analysis

Qualitative data analysis is an inductive process of

organising the data into categories and identifying patterns

among the categories (Cooper & Schindler, 1998). The

categories and patterns will emerge from the data rather than

being imposed on the data prior to data collection. Since the

data to be analysed involves a small sample, the process of

organizing data and data reduction will be done by means of

categorising the responses until prominent themes could be

identified and described. The findings of my research

participants were compared and interpreted according to

perceptions, opinions and experiences in order to make

meaning.

3.6 Ethical considerations

17

This part of the research is very important as it helps ensure

that there is minimal discomfort, health risk as well as loss

of privacy. Ethics are a growing concern in social research,

and the researcher’s ethical responsibilities include the

overarching principles of academic integrity and honesty, and

respect for other people (Punch 2006). The researcher is

ultimately motivated to undertake this inquiry with the

purpose of adding to the body of knowledge, which is to help

provide to society valuable information about the varied

cultures and people and their daily social interactions.

Therefore, having a respect for people is a priority for the

researcher. I will thus briefly explain the ethics considered

and how I overcame them.

These are:

3.6.1 Participants’ freedom to participate in the research

It was encouraged that all participants to be interviewed do

so on their own free will. Information collected was voluntary

and not forced upon participants. This helped me get as much

accurate data as possible. I ensured that I gave enough time

for participates to choose whether or not they want to be

interviewed. The researcher did not coerce people into

participating in the research.

3.6.2 Privacy and confidentiality

It is unethical to share information about a respondent with

others. Participants were thus assured that taking part in the

research would not result in their loss of privacy. Thus

participants were given pseudonyms throughout the research.

18

This was done to ensure that their identities were not

compromised. Even after the research is complete, I will not

reveal the identity of my participants in the research.

3.6.3 Seeking sensitive information

The issue of sexuality is very sensitive within the Zimbabwean

context. Thus certain types of information would have been

regarded as sensitive by respondents. Questions of sexuality

may be intrusive and can constitute invasion of privacy for

some. To navigate past this, I did not ask about participants’

sexual behavior. Instead, I asked general questions around

teenage pregnancy, its effects on their daily lives and their

perceptions of it. I clarified any questions raised.

3.7 Limitations

The limitations of the proposed study include time constraints

and a low budget, which allowed little time for the

collection, analysis, interpretation and final drafting of the

study to be completed. I intended to carry out the research in

one month.

19

Chapter 4: Data analysis

4.1 Introduction

This chapter deals with the perceptions Zimbabwean men have

with regard to teenage pregnancy. The research focused on both

males, who impregnated a girl as a teenager and those who

impregnated a teenage girl when they were no longer teenagers.

I will highlight the lessons learnt from this case study in

terms of questions and issues raised by the results of this

small scale study. I managed to conduct ten interviews. Two of

my participants impregnated a teenage girl when they were no

longer teenagers. The rest were teenage fathers. The survey of

literature focused on teenage pregnancy especially considering

the different views on teenage pregnancy as a social

phenomenon.

4.2 Perceptions on the challenges faced by teen

parents.

First the study revealed the differential treatment from

society in terms of gender. This difference in treatment has20

many dimensions and is not only confined to one’s immediate

community. Boys are treated differently to from girls both at

home and at school. All my interview participants viewed this

this differential treatment as unfair as it affects girls the

most. For instance, when a girl falls pregnant while still in

school, expulsions are common in Zimbabwe. This has a

detrimental effect on her life chances as she loses out on her

education. The male partner on the other hand usually

continues with his education. As stated by Eric1,

“I impregnated my wife while we were doing our A Levels. She was expelled from but

was allowed to sit for her final exams. On the other hand, I continued attending

school.”

From this, the view is that boys are treated differently from

girls when it comes to schooling. Eric’s experience provides a

reflection as to the extent to which difference in treatment

affects the girl more than the boy. The fact that he managed

to continue with his schooling shows that teenage boys and

girls have different experiences with regard to teenage

pregnancy and parenting. Eric continued with his education at

a time when he was staying with his parents. The girl was

chased from home and eloped to his parents’ house. As a

result, he had to balance being a scholar as well as being an

expecting parent. His parents now viewed him as an adult and

hence he had to behave as such. At first, his parents were not

open to the idea of the girl eloping but accepted it as he had

taken responsibility. Even the girl’s parents became more

receptive after this. However, the double responsibility1 Pseudonyms in this research were used to protect participants identities

21

became a burden as he told me when I asked about how he

related with peers, his parents as well as his wife;

“At school, I was a student who was also an expecting parent and for that I was

treated by my peers with a lot of respect although sometimes it was more of teasing.

At home, I was a father and had to behave differently as advised by my parents. The

first weeks with my wife were difficult as we had no experience at all hence we were

always arguing. This affected me at school…”

Here, it is evident that indeed it is the girls who are

usually affected the most by pregnancy. In my interviews, 6 of

my participants revealed that their partners had been chased

from home forcing them to elope. In 2 cases, the girl’s

parents thought it best to support their child instead of

chasing her away. The remaining 2 participants revealed that

their partners where not chased from home but moved in with

them on their own free will. These dynamics reveal that it is

not always the case that girls are chased away from home.

However, boys are also affected as noted in my interview with

Eric. Even though boys can continue with education, the role

of being a student and a father at the same time becomes a

burden. I also found in my interviews that there was no

difference in the way boys were treated within the community

and at school. This is probably due to the fact that

Zimbabwean society is patriarchal in nature. To a larger

extent, teenage fathers embody a form of hegemonic masculinity

amongst peers. The view is that masculinity within society is

measured through fatherhood. The fact that one is an expecting

teenage father sets him apart from his peers. This is to say

22

that, becoming a father marks an entry into adulthood. The boy

becomes a man as he will have shown his fertility. I claim

that teenage fathers embody a form of hegemonic masculinity.

Connell (1995) defines hegemonic masculinity as, “the

con guration of gender practice which embodies the currentlyfi

accepted answer to the problem of the legitimacy of

patriarchy, which guarantees (or is taken to guarantee) the

dominant position of men and the subordination of women.” Thus

in my view, the difference in experiences as well as treatment

between boys and girls with regard to teenage pregnancy

results in the subordination of girls both at home and at

school.

Another issue raised is that of the financial strain teenage

pregnancy puts on the teenagers as well as their immediate

family. As noted, 7 girls were chased from home forcing them

to elope. In instances where the boy may refuse to take

responsibility, the girl is left in a dilemma of what to do.

Other relatives on the girl’s part may end up taking her in.

However, the girl has to also contribute to her upkeep. In

instances where the boy accepts responsibility, the burden

falls on the parents. The boy in this instance is usually

forced to take up employment and move out as he will have

become an adult. Teenager parents are incapable of taking care

of themselves let alone a baby given the economy in which

there are no jobs. Part time jobs do not pay enough to sustain

a family of two, let alone three. James stated in vernacular,

23

“Chikoro ndakatombomira kuti nditsvage basa asi zvanga zvakaoma, mabasa

hakuna. Ndakaona kuti zviri nani kuti ndidzokere kuchikoro ndichingoshanda pano

ne apo zvekukiya kiya. Manje mari yacho ma $5 ne ma$20 haikwane.”

Translated to English;

“I had to drop out of school in order to look for a job. This was easier said than

done. I could not find a decent job thus ended up going back to school and working

part time doing piece jobs. These jobs pay between US$5 and US$20 which is not

sustainable.”

The economy is very central when it comes to teenage pregnancy

and parenting. First, teenagers depend on their parents’ or

guardians’ for upkeep as they are unemployed. Second, it is

difficult for a school drop out to get a full time paying job

in Zimbabwe. Even in cases where the boy does not drop out of

school, jobs are scarce as the country has been in economic

turmoil for the last decade. Third, taking care of the baby

costs money, and money is an elusive commodity for teenagers.

Most of my participants alluded to the fact that of all the

challenges they faced, economic challenges were the most

damning. To illustrate, 5 of my participants were encouraged

to seek employment by their parents. Since they were still

attending school, they could only settle for low paying part

time jobs. Of the 5 who were forced to seek employment, 3 were

chased away from home. For instance, Anthony was forced to

move out and together with his wife, they stayed with his

uncle until he found a job as a tout for local commuter

omnibuses.

24

“I only started receiving monetary help from my parents when they had realised

that the income I was getting from my job could not sustain my family as well as pay

for my rentals. For me, I think within the hierarchy of challenges, money comes next

after health.”

Jack who was forced to move out had this to say,

“unosvika pekuti unongotora chero basa kuti ukwanise kurarama

nemhuri.chandakaona ndechekuti hama neshamwari dzikaona uchiisa effort

dzinogona kukubatsira.”

Translated to English,

“you get to a point where you will be willing to settle for any job for the upkeep of

your family. However I realised that when friends and relatives see you making an

effort, they often help.”

Moving out and starting a family is not easy as revealed in

the above interviews. However it is seen as a step in the

right direction in that it is aimed at giving the couple

independence to start their family as has been the culture

over the years (Chigwedere, 1985)

Even in cases where the boy was not forced to move out, the

financial strain that teenage pregnancy and parenting puts on

the immediate family is worth mentioning. Of my participants,

2 where not forced to move out. They were allowed to continue

with their education. As mentioned earlier on, teenagers are

dependent on their parents for upkeep. When teenage pregnancy

occurs and the girl elopes, the immediate family is forced to

revise its monthly budgets within the household. Furthermore,

it becomes the boy’s parents’ obligation to take care of the

25

pregnant girl’s upkeep. This upkeep includes clinic check-up

fees as well as school fees in cases where she continues with

her schooling. Bride price has to be agreed for the girl’s

parents to accept the boy as their son in law. Often this

burden falls on the boy’s parents. This is perhaps one of the

reasons why most of my participants were forced to look for

employment so as to cover the extra costs.

When asked whether views on teenage pregnancy had changed over

time. All my participants acknowledged a change in attitudes.

Most of my participants were aware of a teenage parent known

to them either as a friend or relative. Mark, 27 revealed,

“tichikura waisambonzwa nyaya yekumitisana kakawanda. Manje mazuva ano

zvakutojairika. Ini ndotoziva vamwewovakamitisa”.

Translated to English,

“When we were growing up we rarely knew any cases of teenage pregnancy.

However, these days it seems like teenage pregnancy are slowly being normalised.

Personally I know quite a few personally.”

In July 2013, UNFPA expressed its worry at the 2010-11 ZDHS

statistics which reported a high adolescent fertility rate of

115 births per 1,000 women aged 15 to19 years which had gone

up from 99 in 2005-6. (UNFPA Zimbabwe, 2013) Furthermore,

according to the World Bank, in 2010, the global adolescent

fertility rate (15–19 years) stood at 53 births per 1,000

women for the 15 to 19 age cohort (Pressler-Marshall and

Jones, 2012). Zimbabwe is one of the countries above this

threshold ahead of South Africa. This substantiates the claim

26

that over the last decade, teenage pregnancy has been on the

rise in Zimbabwe.

The purpose of this research was not to explore the reasons

accounting for the difference. Instead I asked the respondents

on whether these rising figures were due to the fact that

views on the subject had changed over time. I discovered that

the idea of shunning girls has to a larger extent shifted.

Peter had this to say,

“Zvinogona kudaro nekuti ukatarisa mamiriro akaita nyika. Kana ukadzingwa

pamba unorarama sei kusina mabasa. Vamwe vanotosvika kana 25 vachigara

nevabereki. Vasikana havachambonyanyotarisirwa pasi kana vakamitiswa nekuti

havasirivo vega vanenge vaine dambudziko. Nyaya dzekudzingwa kudzimba

dzikuita dzichiita shoma kunyanya kuvakomana. Kuvasikana pachine nyaya.”

Translated to English,

“It might be so especially when you look at the state of the economy. If you are

chased from home how will you survive where there are no jobs? Most people reach

the age of 25 staying with their parents. Looking down upon impregnated girls has

shifted slightly as they are not the only ones affected. Incidents of boys being forced

to move out have lessened but the same does not go for girls.”

Within the community, more and more people are becoming

sympathetic as they now understand some of the challenges that

teenager parents go through. In schools however, views have

not changed that much. Instances of discrimination are still

occurring. Boys who impregnate girls are viewed as men whereas

impregnated girls are looked down upon having low morals. A

family’s income level also determines their views on teenage

27

pregnancy. When a girl from an affluent family is impregnated

by a boy from a not so affluent one, the girl’s parents are

less likely to chase her away as they feel their child is

better off staying with them. Thomas stayed with his partner

briefly before her parents took her back in. He stated,

“Vabereki vemusikana pavakazviziva kuti aita nhumbu vakatombomudzinga kumba

ndobva anditizira. Tinogara tiri 5. Kumba kwedu mdara ndovega vanoshanda saka

zvakatotiomera kuti tigare zvakanaka. Kwapera about 4 months tichigara naye

akabva atorwa nevabereki vake. Vainge vaona kuti zvaitove nani kuti vagare naye.”

Translated to English,

“The girl’s parents chased her away from home when they realised that she was

pregnant. As a result, she eloped and came to stay with me and my parents. We are

a family of 5 At home my father is the only one who is gainfully employed so it was

difficult for us financially. After about 4 months her parents came and took her as

they realised we could not take care of her financially.”

Tony who attends a local church had this to say;

“In church, teenage pregnancy used to be frowned upon as sex before marriage is a

sin. At the local church I attend, there are now support groups and counselling

sessions for teenager parents. These were not there when I became a teenage parent

in 2008.”

Tony’s experience provides an insight into how various

institutions such as religion have changed their stance over

teenage pregnancy. One of the main aims of the 2000 Zimbabwe

National Youth Policy was that of reducing the incidence of

teenage and unplanned pregnancy (Youth Policy, 2000). However

it is worth noting that the relationship between a change in

28

views and prevalence is one that is still open to critique

even though most of my participants (8) pointed that a change

in views to a larger extent accounts for the prevalence.

When probed further with regard to why the views had changed a

number of reasons were given. The advent of technology through

smart mobile phones and the internet was given as a cause as

it has given adolescents access to adult material which they

were previously denied. For instance, to access social

networks like WhatsApp with unlimited downloads for a month,

one needs to recharge their mobile phone with $5. Jack stated,

“Kana uchishandisa Econet, unongoda about $5 mwedzi wese. Nemari iyoyo, unoita

WhatsApp, Facebook ne Opera mini. Twitter mahara. Chifunga manje kuti uine zvese

izvi ungatadze kuvizita mamwe mawebsite here nekutumirana mapicture?”

Translated to English,

“If your service provider is Econet, you just need about $5 per month. That gives you

access to WhatsApp, Facebook, and Opera mini. Twitter is free. Now imagine

whether or not a teenager can resist the urge to visit adult websites or exchange

photos.”

Another reason was that of how fast teenage girls were

maturing in terms of physical appearance. In some cases as

pointed by my participants, girls may lie about their true age

when they are underage. This may be as a result of peer

expectations and group acceptance I then asked who was to

blame for the increase in instances of teenage pregnancy. It

was difficult for my participants to direct the blame to a

single person. Nevertheless, general consensus had it that

29

boys are to blame since in most cases they are the ones that

pursue the girls. Neglect from parents and guardians were also

seen as possible causes for teenage pregnancy.

4.3 Perceptions of becoming a teenage parent

The transition from being a mere teenager to becoming a

teenage parent is often difficult. This was evident in the

data I collected. The inexperience of taking care of a child

is one of the main challenges. Personal transformation is of

paramount importance. This is to say that a great deal of

responsibility is needed when raising a child. In instances

where the male partner refuses to take responsibility, the

mother is confronted with the difficulty of raising the child

alone and this is not always easy. At the end of the day, the

girl drops out of school. Dropping out of school disadvantages

the girl in that she cannot get a high paying job to support

the child. John who is still with his partner and now formally

married said,

“Vasikana vakawanda vanomitiswa vobva varambwa vanosangana

nematambudziko akawanda. Kuchikoro vanodzingwa, kumba dzimwe nguva

vanodzingwa. Kuzorera mwana uri 1pazera iroro kunonetsa nyangwe ukawana

hama inokubatsira. Nyangwe munharaunda chinhu chinonyadzisa kunzi

wakamitiswa pamusoro pazvo zvonzi muridzi wenhumbu akairamba. Unobva

watoonekwa sehure.”

Translated to English,

“Most girls who are impregnated and the male partner refuses to take responsibility

face a lot of challenges. At school they are expelled, at home they are sometimes

30

chased and raising a child alone at such a young age is difficult even some relatives

intervene. In society it is embarrassing alone to be impregnated and even worse

when the male partner refuses to take responsibility because people will view you as

having low morals.”

From this conversation with John I noted that for him, taking

responsibility and then later paying the bride price changed

society’s view of their union. Mudavanhu (2010) notes that

bride wealth is regarded as a form of thanksgiving to the

wife’s people for the care they have taken of their daughter.

It fosters and solidifies bonds of relationship that are

difficult to sever. Hence, a man who chooses to stay with

someone’s daughter without settling part of the bride price

has no traditional approbation or customary claim over the

children resulting from such a union. This is why in cases

where the male partner does take responsibility, certain

demands are asked of him. Some may be forced to drop out of

school so as to look for a job to support the child as already

noted.

In my interviews I asked my participants whether there was a

difference between challenges they faced when their partner

was pregnant and when the baby was born. Moses impregnated a

teenage girl 5 years ago when he was 22. I asked him whether

they experienced the same challenges during pregnancy and when

the baby was born. He said;

“…during pregnancy it was just me and my wife so the arrival of the baby created a

financial strain on the few resources we used to manage on…with the birth of child

31

relations with other people also improved. Once the baby was there people even

started chipping in…”

People become more receptive when the baby is born and when

they see the effort of the parents. Taking responsibility is

seen as a step forward. In cases where the male partner takes

responsibility, once the baby is born, people start helping

the young couple as they know of the inexperience they will

have in raising the child. Nine of my respondents revealed how

they started getting assistance once the baby was born. For

Kisembo and his collegues (1977), the generation of life was a

matter of concern for the whole community hence getting

married and having children would be something that most young

people would aspire to in life. Thus having children is seen

as a blessing in the same sense that childlessness is viewed

as a curse.

The birth of a baby enables the mother to go back to school.

However this is not always easy. She will have to look for a

babysitter and this costs money. My interviews showed that

even though people become more receptive once the baby is

born, the teenage parents must still strive to provide for

their child. Certain demands and responsibilities are asked of

them as well. In my interviews, it was clear that the ability

to provide nancially is a key determinant of theirfi

involvement with their child. Thus if one can provide for the

child, they are most likely to take responsibility. John

impregnated his partner while he was gainfully employed and

took responsibility. He ended up paying her school fees at a

private college after she had been expelled. He stated,32

“When I impregnated my partner I was already working thus taking care of her was

not much of a problem up until the baby was born. It was only then that I faced

financial challenges but her aunt and my parents helped us raise the baby.”

Most research has tended to present young fathers as violent,

irresponsible or disinterested. The case of Thomas who stayed

for 4 months with his partner until her parents came and took

her back is an example of the contradiction to this discourse.

This was consistent with other research conducted within South

Africa by Enderstein and Boonzaier (2013). Their studies which

focus directly on young fathers collectively point to nancesfi

as a major concern for young fathers. These young fathers

report great pressure to provide nancially and be involvedfi

with their new families, and are greatly disheartened when

they are unable to do so as also acknowledged by Allen and

Doherty (1996), Glikman (2004) and Wilkes et al. 92011).

I also asked my participants to locate their experiences

within those of people to them either as friends or relatives,

who became teenage fathers. My reasoning behind this was to

establish the similarities and differences in the challenges

they faced. I found that each experience was unique though

similarities were present. For instance, when one impregnates

a girl, he is forced to take up employment so as to support

the child and the wife. In some cases however, the boy is able

to continue with his schooling as in the case of most of my

participants. This is usually because of the lack of vacant

position. Furthermore, relationships between the teenager

parents and their parents, guardians and friends also play a

33

role, these relationships create networks which can be of

assistance to them, financially or otherwise.

4.4 Perceptions on the attitude of teachers and

fellow learners

I noted that with regard to educational challenges faced by

teenage parents, the attitudes of teachers and fellow learners

are not uniform. Attitudes usually vary among institutions.

For instance, in public schools, expulsions are common. Of my

participants, 4 of their partners where expelled from school.

In one case, the girl was forced to transfer due to

discrimination from fellow learners and teachers. Anthony

stated,

“Ini ndakakwanisa kuramba ndichienda kuchikoro kunyangwe ndaipota

ndichiwanzirwa nekushorwa asi musikana wangu haana kukwanisa kuramba

achienda. Aingowanzirwa nemateachers. Kunyange dzimwe shamwari dzake

dzakambomira kutamba naye. Mateacher aitotishandisa sema example.”

Translated to English,

“I managed to continue with my schooling but my partner could not. She was

constantly being teased by teachers. Even her friends stopped playing with her.

Teachers sometimes used us as references to the results of early sexual initiation.”

Anthony’s case shows that girls are the ones who face the

greater challenges in school. His partner was not expelled but

had to transfer to another school. Relationships with fellow

learners change as revealed in my conversation with Anthony

revealed. Anthony was discriminated by teachers but he did not

lose any friends. In their research, Chigona and Chettey

34

(2007) revealed that girls usually drop out of school due to

the pressure of pregnancy and stigma attached to being a

school going teenage mother. The Zimbabwean context not only

substantiates these findings but adds another dimension. If a

girl falls pregnant while in a public (government) school, she

is usually expelled while the male partner usually continues

with education. My interview with Roy revealed another

dimension with regard to expulsion in school. Roy impregnated

his partner while they were at a mission school. As a result

both he and his partner were expelled. This is what he had to

say,

“Pazvakazivikanwa kuti ndakamitisa pachikoro tese takadzingwa tikaenda kune

zvimwe zvikoro muno muHarare. Mukadzi wangu akaenda kuprivate college nokuti

akashaya nzvimbo kumwe.”

Translated to English,

“When news broke out that I had impregnated a girl at the school, we were both

expelled. As a result we both transferred to Harare. I enrolled at a public school and

my wife at a private college as she could not be admitted into a public one.”

In as much as boys do not go through the same challenges as

girls, it is worth noting that all this usually depends on the

type of school. My interview with Roy revealed that boys can

also be victims of expulsion. Roy also mentioned that, when he

got to the new school, teachers and fellow students were not

aware that he was an expecting father and hence he was treated

just like any other new student. At the school he was expelled

from, he was discriminated against by some teachers. His

fellow learners held him in high regard. Even the girls at the

35

school did not discriminate him. He also pointed that

attitudes of both teachers and fellow learners are usually

determined by the nature of the institution.

Private schools and colleges on the other hand provide unique

cases in which the girl is allowed to continue her education.

However, this is not always easy as she faces discrimination

from not only peers but also teachers. In her research,

Shaningwa (2007) noted that the difference in treatment

between the teen mothers and their peers resulted in their

marginalisation in school. How teachers relate to teen

parents, that is, both boys and girls, goes a long way in

deciding how they are treated in school. This was also evident

in my interviews. When I asked Tom, 25 who impregnated his

wife when he was 17 years, about the attitudes of teachers and

fellow learners, he had this to say;

“School is where the main challenge is. I had a slight difference in experience to that

of my wife who, during her pregnancy and even when she went back to school, told

me that sometimes it is tougher in school than at home.”

In this section I noted that disruption of school does not

make it easy for teenager parents. Furthermore, in some cases,

boys can also be expelled and it is not always the case that

girls are expelled. Nevertheless, striking a between being a

student and an expecting parent is difficult. Here it is

evident that teenage girls and boys are treated differently in

school by both teachers and fellow learners.

Having heard their responses with regard to attitude of

teachers and fellow learners, I then probed further asking my

36

interviewees to give their view on the educational support

rendered to them as well as that needed to ease their

marginalisation. This takes me to the fourth section if my

findings.

4.5 Perceptions of the support that teen parents need.

Given the various causes of teenage pregnancy highlighted by

UNFPA, this study found that there cannot be a single

solution. I noted that when it comes to teenage pregnancy and

parenting, it is the girl who is adversely affected. All of my

interviews indicated that teen parents, especially mothers

must be allowed back into school. However, only allowing teen

mothers back to school does not help them succeed in their

secondary education. Pearton (1999) argues that adolescents

are mostly too young and emotionally immature when they first

fall pregnant. Therefore, if these girls are to succeed

academically it is important to provide adequate support.

There is a need for support to prepare teen mothers for

schooling and mothering before they return to school. (Chigona

and Chettey, 2007) This preparation can be in the form of

counselling sessions. Teen mothers need to be counselled

regarding their stigma and schooling. Due to the fact that

they have become mothers before completing school and while

they are still young, they are stigmatised and their peers and

society judge and view them as girls with low morals. Usually

this is why teen mothers end up dropping out of school.

Since all my participants highlighted discrimination as a

major concern, 6 viewed counselling as a solution. This

37

counselling should be for both boys and girls. Girls are

discriminated against by both fellow learners and teachers,

unlike boys who are mainly discriminated by teachers. Anthony

said,

“Counselling is very important for both boys and girls. Girls must be counselled so

that they can cope with the discrimination from teachers and fellow leaners. Boys

normally face discrimination from teachers mostly but should also receive

counselling in that regard.”

Counselling for Anthony and the rest of the participants would

ready the teenage parents to face the reactions of their

fellow students and teachers without being emotionally hurt

and becoming overwhelmed with the situation. I asked further

on whether counselling should be only confined to teenage

parents. All six who had raised it a solution stated that

counselling should also be extended to the teachers as most of

the time they do not know how to help teen parents cope with

school. Church support groups was also given as a solution

that could go hand in hand with counselling. However, most

participants highlighted counselling in schools as top

priority Tom stated,

“Mateacher dzimwe nguva havazive kuti kuwanzirwa kunotikanganisa chikoro.

Vanofanira kumbodzidziswawo kuti tinosangana nemaproblems akaita sei.”

Translated to English,

“Teachers sometimes have no idea how discrimination affects our schoolwork. They

must also be educated on the problems we face.”

38

Five of my participants noted the absence of support groups

within society. In these groups, teenage parents can meet and

discuss ideas on how to cope with parenting. This goes in line

with counselling. The only difference is that here, it will be

a platform for the teen parents to interact among themselves.

Roy said,

“Ukada kuzvitarisa, masupport groups anodiwa. Mumagroup imomo tinenge

tichipanana maideas ekuti tikwanise kuriritira mhuri dzedu.”

Translated to English,

“When you look at it, support groups are needed. In these groups we can exchange

ideas on how to overcome the various challenges we face.”

Exchanging ideas with people who have gone through similar

problems goes a long way in lifting this burden. In their

article, Johansson and Hammaren (2012) explored a new

phenomenon in Sweden where young fathers creating blogs and

presenting themselves on the Internet. These blogs contained

clips on a wide range of child caring procedures such as how

to change a diaper. When I suggested something similar in my

interviews, most of my participants were receptive of the

idea.

All my participants suggested preventative measures such as

the introduction of contraception within schools were

suggested by my participants. For them, providing

contraception within schools reduces the instances of teenage

pregnancy. Sex education from a very early age was also

proposed by some (8). John said;

39

“I think sex education should be introduced at a very early age, maybe as early as

grade 5. It must not only be in schools but at home as well. Parents and guardians

have a very important role to play”

It is evident here that it is not only the role of parents and

teachers that is important. The whole community has an active

role to play as it is also affected by teenage pregnancy given

the prevalence rate.

CHAPTER 5: Conclusion

5.1 Overview of findings

One of the key results of this study is that Zimbabwean men

who have impregnated a teenage girl acknowledge that she faces

the greater challenge. This was evident in how girls and boys

are treated differently within society and in school. The

media suggests they are deviants, abusers and violent. This

was not the case with participants in this study. Men and

fathers have been quite absent from the public discourse on

this matter. Levels of income within the home and position in

society determine how teenage pregnancy is viewed. For

40

instance, accepting responsibility entails financial burden.

One has to pay ‘damages’ as part of the bride price. This

bride price is usually negotiated between the families and

usually it is the boy’s parents who incur the financial burden

as the boy is usually unemployed. Within Shona culture, even

in circumstances where the girl might at first elope without

the usual formalities, both families are not content until

some form of bride-wealth is paid sooner or later. Staying

with ones partner without any bride wealth payment is seen as

an embarrassment. (Mudavanhu, 2010)

Given the demands, most of the time the boy is forced to seek

employment. I found that the men interviewed saw fatherhood as

a choice to take responsibility which counters current social

norms of denying paternity. Over time, the views of teenage

pregnancy and parenting have also changed and to a large

extent it accounts for its prevalence. However in school there

are still instances of stigma and discrimination. This was in

line with most of the literature reviewed for the study. This

study has also broadened my understanding of the challenges

faced by teenage parents.

5.2 Lessons learnt from the study

From the various issues I have learnt from this study that I

cannot make assumptions about the perceptions that Zimbabwean

men have about teenage pregnancy. This study broadened my

understanding of how teenage pregnancy is viewed with regard

to the Zimbabwean context. I was not only able to relate my

findings with those of existing literature but also managed to

41

gain an insight into how the research process I adopted helped

me collect quality data. Second, it is not always the case

when men refuse to take responsibility. Rather, a lot of

dynamics come into play such as finances and paternity. In my

interviews, the issue of financial disposition was given as

the most determining factor. Third, school disruptions not

only affect girls. Boys are also affected in that they are

usually forced to seek employment so as to support their

families. This then limits the type of job they get and ends

up leading to dependency. Fourth, counselling was given as a

solution to the support needed by teen parents. Counselling

helps both boys and girls cope with stigma and discrimination

experienced in schools. Last, I have understood that as an

interviewer, honesty and integrity together with patience is

of paramount importance and that equipped with these quality

data can be collected without exposing respondents to any

harm.

5.3 Limitations

The study focused on a limited number of research

participants. This could result in the possibility of errors

and bias regarding the perceptions of the respondent.

Participants may have, only decided to share information or

experiences concerning teen pregnancy that they thought I was

interested in hearing. I only chose participants who accepted

paternity thus, the results revealed in this small scale study

may not be generalised to all teen parents and schools. Being

male and interviewing male participants may have had a bearing

on the responses I got from the participants.42

5.4 Recommendations

In line with the findings of this research, the following

recommendations could be adopted in order to ease the burden

of teenage pregnancy and parenting.

Including sex education into the curriculum from as early

as grade 7. In Zimbabwe, Grade 7 is when most pupils go

into their teens. Sex education can be helpful in making

teens aware of their sexuality. Understanding the

differences and similarities between two genders in terms

of body and mind will set up a foundation for the future

development in their acquaintance with friends and lovers

and their interpersonal relationships.

Teachers must be trained to enable them to offer better

support to teenage parents. The claim here is that when

teachers are trained, they can be more accommodative to

the needs of teen parents. Furthermore, teachers can get

to understand the challenges that teen parents face thus

placing them in a better position to assist them.

Counselling must be provided to teenage parents

especially mothers before they return to school. Teen

mothers face the greater challenges in school.

Counselling them will help ensure that there is minimal

discomfort as they will be aware of how to deal with

discrimination.

Communities must set up support groups that provide

advice in dealing with teenage pregnancy and parenting.

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In these groups, exchanging ideas will be helpful.

Teenage parents can share their experiences and give each

other solutions. It is also important for these support

groups to have qualified facilitators.

5.5 Conclusion

This research has discussed the perceptions that Zimbabwean

men have regarding teenage pregnancy. Since the research

participants contributed their own perceptions regarding the

above research area, the findings have provided increased

insights into the perceptions held about the issue of teenage

pregnancy which is of concern both in Zimbabwe and elsewhere.

The prevalence of teenage pregnancy has serious implications

for society. Education is amongst the major sectors affected.

This research has focused more on education and society. It

has revealed that within education both girls and boys face

different challenges. Girls are forced to drop out due to

pressures of pregnancy and discrimination from peers and

teachers. Boys on the other hand are usually not expelled and

this to a larger extent results in their being held in high

regard. It is my hope that the findings of this study will

enable a better understanding on how teenage pregnancy is

viewed within society as well as provide an indication of the

extent to which they faced challenges in schooling and

supporting their partner ultimately adding to an already

existing body of knowledge.

44

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