| The purpose of this qualitative study was to formulate an understanding of academic and social-emotional issues confronting pregnant and parenting middle school girls attending a high school teen-parent program to inspire and support pedagogical practices leading to increased academic achievement, positive parenting skills, and self-sufficiency. This multi-case study explored challenges faced by 3 students experiencing pregnancy while in middle school. Qualitative data of field notes, transcripts from taped interviews, and surveys provided the context for the researcher to develop coding families for participant responses. From specific words, phrases, behavioral patterns, and repetitive reflection, patterns emerged and coding themes were created. Responses from student participant surveys and interview transcripts were analyzed and categorized according to 8 themes: socio-economic history, school attendance, enrollment in the teen-parent program, social behavior, academic success, parenting skills and child care, student challenges, and student perspective. Data derived from 12 staff participants were analyzed and categorized according to 3 themes: academic success, social-emotional behaviors, and parenting skills. The results of the study revealed social challenges of peer relationships and maturity issues; academic challenges ensued from limited life experiences. The findings suggest engaging activities to promote attendance, achievement, and positive parenting techniques. The findings further suggest a longitudinal study to investigate long-term patterns of behavior among the teen mothers to articulate an understanding of codependent links between academics, child care, and social services. The implication for social change is directed towards diminishing generational teen pregnancy and poverty through a strong academic program, social achievement, and effective parenting skills. |
