Keywords
African families, crisis in families, extended families, family paradigms, functioning of families, identity development, qualitative research
Abstract
The purpose of this study was to examine the possible formation of surrogate families within Ugandan schools, especially among orphans who lack positive development opportunities typically provided by parents. This qualitative study sample of 66 Ugandan secondary school students were selected from eight schools in the Mukono district of Uganda. Findings suggest a potentially widespread family formation pattern between students and their teachers. More than 75% of students interviewed self-identified their teacher as family. Some teachers were able to offer orphans and vulnerable children positive developmental assets and were, therefore, identified as family.
Original Publication Citation
Taniguchi, S., Warren, A., Hite, S., Widmer, M., Zabriskie, R., Nsubuga Y., & Mugimu, C. (2018). The school-based family: Teachers as parental figures for orphans and vulnerable children in Ugandan schools. Marriage & Family Review, DOI: 10.1080/01494929.2018.1458006
BYU ScholarsArchive Citation
Taniguchi, Stacy; Warren, Angela; Hite, Steve; Widmer, Mark; Zabriskie, Ramon B.; Nsubuga, Yusef; and Mugimu, Christopher, "The School-Based Family: Teachers as Parental Figures for Orphans and Vulnerable Children in Ugandan Schools" (2019). Faculty Publications. 8833.
https://scholarsarchive.byu.edu/facpub/8833
Document Type
Peer-Reviewed Article
Publication Date
2019
Publisher
Marriage & Family Review
Language
English
College
Marriott School of Business
Department
Experience Design and Management
Copyright Status
© 2018 Taylor & Francis
Copyright Use Information
https://lib.byu.edu/about/copyright/