Perspectives of South African Adolescent Girls making decisions for their future

Abstract

Background: Poverty, inequality and unemployment interfere with adequate education and training in South Africa. Young people need to be empowered and enabled to navigate their way through education into the world of work to earn a sustainable livelihood. Objectives: The aim of this article is to capture life-experience and perspectives of adolescent girls who participated in a multifaceted group intervention to develop both fundamental hope and social emotional learning (SEL) skills, as they make decisions regarding their future education and training. A purposive sample of adolescent girls (n = 116) who were making decisions regarding their future education and training participated in a multifaceted group intervention. Methods: A qualitative case study approach was used. Data were collected by an open-ended questionnaire. Raw data were coded and emerging themes were identified using an iterative recursive approach. Results: The emerging themes are illustrated using direct quotes from participating girls, against a background of theoretical context. The findings highlight: the importance of interpersonal and intrapersonal skills; listening to narratives from people who have conquered adversities; and, the suitability of a culturally and contextually relevant group-based multifaceted intervention. Conclusion: In the global south, youth need to be enabled and empowered, with SEL skills using the constructs of hope as a foundation. Furthermore, youth need to be exposed to work opportunities available to them in context. Contribution: This study makes a valuable contribution to social-constructivist indigenous knowledge by giving voice to life-experiences and perspectives of adolescent girls who participated in a multifaceted group intervention.

Keywords

• social emotional learning
• hope
• south africa
• future readiness
• decision-making
• world of work
• gender inequality