IAFOR Journal of Education: Inclusive Education Volume 9 – Issue 1 – 2021

Educational Experiences of Adolescent Mothers

while Studying College in the Philippines

Ryan Ray G. Gatbonton

Adamson University
Philippines

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IAFOR Journal of Education: Inclusive Education Volume 9 – Issue 1 – 2021

Abstract

Adolescent pregnancy is a significant societal issue that results in lost opportunities for teenage
girls in both developed and developing countries. This phenomenological research study
explored the lived experience of adolescent mothers during their college years. Eight
participants were asked, via unstructured interview, to share their experiences as college
students in the midst of pregnancy. Data was analyzed using Collaizi’s method, while member
checks and expert audits of interview outputs were done to ensure trustworthiness. Results
show that the participants went through several stages in their plight: they faced the
complexities of adolescent pregnancy alongside college education; dealt with life and
educational conflicts; appreciated the importance of education; found the resolve to carry on
for their child; and dreamt of a better future for their families. These findings were clustered
into themes and related to Parson’s Adaptation, Goal Attainment, Integration, and Latency
theory, as adolescent pregnancy paved the way for teenagers to assimilate society’s
expectations of responsible adulthood. Consistent with academic literature, the participants’
experiences show that adolescent mothers are vulnerable in the education setting, and need
proper guidance to achieve their full potential. This research can serve as groundwork for
initiating several educational reforms. A multicomponent intervention program was developed
that is rooted in school and community partnerships.

Keywords: adolescent development, educational resilience, inclusive education

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IAFOR Journal of Education: Inclusive Education Volume 9 – Issue 1 – 2021

Adolescent pregnancy is an issue with significant societal impact worldwide. Around 16

million girls aged 15 to 19 years old give birth every year (World Health Organization, 2014).
In the Philippines, it is estimated that 1 in 10 Filipino teenagers get pregnant (Philippine
Statistics Authority, 2018), making the country the only Asia Pacific nation with a significant
rise in teenage pregnancy. Poverty is inextricably linked to adolescent childbearing because it
hinders young mothers’ ability to attend school and find good job opportunities.

Several studies have been undertaken to shed light on the issues pertaining to adolescent
pregnancy, but most of them have explored the matter with little regard for its human element.
This study is particularly relevant today, particularly in the Philippine setting given the rising
number of teenage pregnancies in the country and the less-than-ideal circumstances they have
to deal with in the course of their childbearing.

This study, therefore, seeks to take an in-depth look at adolescent pregnancy, with a focus on
its human element. It aims to answer the research question, “What is the lived experience of
college students who are adolescent parents?” Such understanding is key to implementing truly
meaningful programs that will benefit this vulnerable and disadvantaged group.

Literature Review

Education as a tool for social progress is an important solution to global challenges as it gives
people access to science and technology (Hang-Chuon, 2017), familiarizes them with social
norms and develops moral sense (Shah et al., 2016), and fosters innovative work attitudes
(Overtoom, 2000). Furthermore, educating people improves personal (Shogren et al., 2017)
and professional outcomes (Benett et al., 2011) that transcend nations (Ampofo et al., 2015)
and lead to sustainable development (Chey & Khieu, 2017).

Education drives the movement of the social conditions of these changing times as long as it is
implemented in an inclusive manner that will not contribute to the collective destruction of
nations and communities (UNESCO-MGIEP [Mahatma Gandhi Institute of Education for
Peace and Sustainable Development], 2017; United Nations, 2015). In particular, education
should be made accessible to everyone regardless of gender and vulnerabilities. This inclusivity
can be actualized by streamlining curriculums and integrating inclusive educational policies
for female students (Bericat & Sánchez Bermejo, 2016; Hsiao-Chin & Shu-Ching, 2014;
Karam, 2014). In the Philippines, several steps have been considered to ensure that all women
will get equal access to quality education, notably the institution of laws that discourage
oppression of women, such as the Magna Carta of Women, Responsible Parenthood and
Reproductive Health Act of 2012, and Gender Streamlining of Higher Education.

Research shows that causes of adolescent pregnancy are rooted in the interplay of many factors.
In particular, family, peer, community, and societal influence are among the major reasons for
early pregnancy of adolescent girls (Asnong et al., 2018; Campero et al., 2014; Fuller et al.,
2018; Krugu et al., 2016; Morón-Duarte et al., 2014; Sámano et al., 2017; Sycharuen et al.,
2018; Yakubu & Salisu, 2018). Economic and situational circumstances also discourage young
women from early pregnancy due to the perceived consequences of childbearing (Charlton et
al., 2018; Psaki, 2016). Other precursors of early parenthood include the presence or lack of
formal schooling (Almeida & Aquino, 2011; Devkota et al., 2018; Glynn et al., 2018), parental
supervision and involvement (Copeland, 2017), aggressive behavior and substance abuse
(Allen & Walter, 2018), and knowledge of oral contraception (Burr et al., 2013; Caffe et al.,
2017).

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According to literature, choices in resolving issues of adolescent pregnancy revolve around

three options: parenthood, abortion, and adoption (Derlan et al., 2018; Gama Ibiapina et al.,
2016; Gomez-Scott & Cooney, 2014; Lohan et al., 2013; Mann et al., 2015; Mokwena et al.,
2016;). These options are guided by personal, religious, filial, and educational orientation (Bell
et al., 2013; Biney & Nyarko, 2017; Challa et al., 2017; Chi Watts et al., 2015; Loke & Lam,
2014; Ndjukendi et al., 2017; Shahabuddin et al., 2017).

There are several implications to early pregnancy. Physically, it affects the adolescent mother
because the pregnancy stresses both her body and the growing baby (Jeha et al., 2015; Kansu-
Celice et al., 2017; Loto et al., 2009; Pauli et al., 2013; Pires et al., 2014; Sokulmez &
Ozenoglu, 2013; Xavier et al., 2018). Socially, adolescent pregnancy results in significant
changes to family roles and to community functioning (Annang et al., 2014; Aparicio et al.,
2016; Dalton, 2015; Epstein et al., 2018; Hindin, 2014; Kleine, 2005; Shpiegel & Cascardi,
2018; Yussif et al., 2017). Educationally, teenage pregnancy poses difficulties to students as
parenting roles can sometimes come into conflict with academic tasks (Almeida & Aquino,
2011; Glynn et al., 2018; Kleine, 2005). Ultimately, social stigma arises, further complicating
the already complex circumstances the adolescent mother has to deal with (Banerjee et al.,
2009; The National Campaign to Prevent Teen Pregnancy, 2002). Interspersing the literature,
the findings of this research were understood in the lens of Parson’s theory of Adaptation, Goal
Attainment, Integration, and Latency or the AGIL model (1970).

The majority of research cited was quantitative in nature and failed to explain the whole
phenomenon of adolescent pregnancy. The interplay of the many factors and stories leading to
young motherhood were not documented properly and adequately. The meaning of the teenage
pregnancy experience was reduced in richness because of the quantitative understanding of it.
This is the reason why a more nuanced exploration of this issue is needed moving forward.

Method

Research design and setting

This study used the phenomenological approach that explored the lived experiences of
adolescent mothers during their college education. In particular, this study took a descriptive
phenomenology approach, which discovered the invariant or universal essence of schooling
while being pregnant and parenting. It was conducted in the context of Philippine higher
education, with all participants living and studying in urban areas within Metro Manila.

Sampling and sample size

Eight participants were recruited through purposive sampling. Maximum variation was
employed in selecting adolescent mothers who have shared demographic characteristics that
cut across cases and have emerged out of heterogeneity. The following characteristics were
considered: experienced teenage pregnancy while in college, current age, type of school
attended, religion, and life circumstances. The only exclusion criterion is adolescent pregnancy
outside college education. Preliminary interpretation of responses was done vis-à-vis data
collection to identify data saturation. No new themes and significant statements were identified
after the 8th participant was interviewed. At this point, the sample size was deemed sufficient
since data saturation had been reached based on the inductive thematic saturation model
proposed by Saunders et al. (2017).

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Data Collection Procedure

Prior to data collection, the researcher kept a reflexive journal on his own feelings and
prejudgment of the phenomenon. In this way, judgmental attitudes were kept in check and were
not conveyed to the participants. They were interviewed in-depth in an unstructured manner to
find out the answer to the question: “What is the lived experience of college students who are
adolescent parents?” Follow-up questions were asked such as, “What was your initial reaction
when you learned of your situation?” and “What was the reaction of your significant others
when they learned that you were pregnant?” Contextual questions were also asked as the
interview unfolded naturally.

Some adolescent mothers were selected based on the researcher’s knowledge of them meeting
the aforementioned criteria. Others were selected based on referrals from previous participants.
Interviews were conducted in private, with the participants’ convenience and comfort in mind.
The researcher listened to the participants and offered neither advice nor personal experience.
A psychologist was also on standby to provide psychological support where necessary. The
participants were allowed to have a support person with them throughout the interview.

Data Analysis
Conversations were transcribed and assigned codes using a scheme. Data were analyzed using
Collaizi’s method for procedural interpretation of phenomenology. The steps involve
familiarization with the narratives, identifying and assigning codes to significant statements,
formulating meanings, clustering themes, developing exhaustive descriptions, producing the
fundamental structure, and verifying the fundamental structure. Themes ultimately emerged as
data were sorted and perused. Total immersion in the data gathered was necessary to ensure a
thorough description and understanding of the phenomenon.

Trustworthiness of Data
Trustworthiness of data is an important cornerstone of qualitative research. Its four dimensions
of credibility, transferability, dependability, and confirmability were given careful
consideration. Strengthening these aspects is necessary to properly portray the phenomenon of
adolescent pregnancy. Credibility, or the confidence in the truth of data and its interpretation,
was ensured through member checking. Each participant was given a chance to review the
outputs of the analysis. Interview transcripts were appended in the full manuscript to ensure
transferability, or the extent to which the findings can be applied to other settings.
Transferability provides a paper trail from which other researchers can get ideas to transfer the
conclusions of this study to other circumstances. Independent expert auditing was conducted
to ensure confirmability (objectivity of data) and dependability (stability of data over time and
conditions).

Ethical Considerations
Ethics approval was secured for this study from the University Ethics Review Committee of
Adamson University (Protocol Number: 2018-04-GRA-01). The participants were asked if
they were willing to participate in the study. The processes, risks, and benefits of this research
were explained thoroughly to the participants, and their written consent was obtained. They
were assigned pseudonyms to keep their identities private, and the interviews themselves were
conducted privately. The interview transcripts were kept confidential, audio records were
deleted after transcription, and personal information were not disclosed to anyone.

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Limitations of the Study

This study has potential limitations. Transferability, or the extent to which qualitative findings
can be transferred to other settings, may be limited due to the sample size. However, the in-
depth interviews generated significant descriptions of observed transactions and processes.
Data transcription and management can dilute the richness of data, as expected, in handling
qualitative information. This was addressed by thoughtful transcription of narratives.

Findings

The participants shared their thoughts, feelings, and rationalizations on the circumstances,
complexities, struggles, challenges, worth, and meaning of life as a pregnant young woman
enrolled in college. They come from different family backgrounds, religious orientation, and
socioeconomic classes. Table 1 describes the profile of the participants.

Table 1: Summary of the participants’ demographic profile

Age at
Current School
Participant First Religion Life Circumstances
Age Attended
Pregnancy
Aliyah 17 24 Private, Catholic Eldest among 4 children; not
non-sectarian allowed to be in civil union
Bettina 18 22 Private, Catholic Lived with the child’s father
non-sectarian and eventually got married
Candice 19 21 Private, Catholic Mother also experienced
non-sectarian teenage pregnancy
Denise 18 23 Private, Iglesia ni Lives with foster parents; a
non-sectarian Cristo victim of partner violence
Erich 18 31 Private, Catholic Supported by relatives in her
sectarian studies and eventually
obtained her doctoral degree
Florence 18 25 Private, Iglesia ni Stopped studying during her
sectarian Cristo first pregnancy; lived with
husband after giving birth
Geneva 19 21 Public, Catholic Mother and sister also had
non-sectarian adolescent pregnancy
Halima 19 24 Public, Born- Got pregnant in
non-sectarian again cohabitation; stopped
Christian studying due to parenting

Data from the interviews revealed five significant themes: Facing the ordeal, Path to
parenthood, Embracing the value of education, Standing up and being strong, and Envisioning
the family. These themes were related to each other to capture the full meaning of the
phenomenon.

Theme I: Facing the Ordeal

Facing the ordeal describes the college students’ experiences, including gender and sexuality
issues, during the pregnancy. The complexities and circumstances of adolescent pregnancy
were narrated and related to their college education. They explained the different emotional
challenges they faced during the pregnancy, such as fear of what will happen, uncertainty with

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the future, anger to oneself, denial, social stigma, prejudice from family and friends, and
discontinued education.

This theme is best described by Aliyah’s statement:

I was apprehensive of my child’s future. Of course, I was anxious because this
is what I did. I don’t want this to happen also to my child. I thought of how I
will raise my child if I go abroad, with my boyfriend. I will bring him.

Erich also aired her similar concern:

My initial response was fear. I felt afraid that I won’t be able to fulfill my
dream. I got afraid to the point that when I had an ultrasound and I learned
that I was pregnant, I cried because I want to finish my studies.

Theme II: Path to Parenthood

Path to parenthood describes the college students’ experiences during and immediately after
the pregnancy. It explains the internal and external battles of the young mothers during
childbearing and after giving birth. It is characterized by health issues (their own and their
child’s), socioeconomic sacrifices, educational struggles, and family adjustments. The
participants described how they struggled with the demands of motherhood and the difficulties
they continuously face to fulfill this role. It also portrays the totality of the life lived by the
participants after their pregnancy.

Bettina talks about her hardships in balancing studies and parenting roles:
It’s really staying late. It’s really about sleep. Sometimes, I cry already.
Because during duty, you need to wake up early. My baby’s awake in the
evening. That’s why my husband and I seem to get colds and cough every
month. Every time I go to our clinic, the doctor says it must be due to fatigue.

Denise shared her experience as a battered wife:

He punches me. One time, I even went to the police because I had bruises all
over. It’s like this, there was no one at their place, and a relative died.
Relatives came to help at the wake, like in bayanihan [community
cooperation]. Then the kids and our child were left with us. When it was just
the two of us, we had an argument. The kids saw us quarreling. He hit me with
an arnis [cane], which the tanods [public safety officers] use.

Theme III: Embracing the Value of Education

Embracing the value of education explains how the young mothers developed a deeper
appreciation of their college education after their pregnancy. It also tackles issues about their
individual worth and how they view the significance of completing their college education vis-
a-vis providing a quality family life.

Geneva’s view best reflects the essence of this theme:

Now, my plan is to finish school. Hopefully, I really can finish for my family’s
future.

Denise’s statement also supports this theme:

It’s like this, Mama said that she will petition us in the US when I am done
with my schooling. What I plan is to go abroad also so I can provide for my
child’s needs.

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Theme IV: Standing up and Being Strong

Standing up and being Strong reveals the adolescent mothers’ resolve to carry on for the benefit
of their child. It highlights the different support systems that have helped them better navigate
this unexpected and difficult period.

Bettina considers this life event as transformative, noting:

It’s life-changing. Because before I got pregnant, I sleep in anyone’s home
(cries). I am closer with my friends. I am always at my friend’s house, like
that. Because my Mama is not looking for me anyway. But when I got
pregnant, it suddenly became okay. My approach in life became better.
Before, I really don’t care. Now, I know how to decide and am more
responsible (smiles).

Candice’s sharing captures the support she received during her plight:
It’s my father. He was the one who supported me. Even now, it’s a good thing
that he is supportive. I thought he will send me away. But I am thankful that
my father gave me a chance to study.

Theme V: Envisioning the Family

Envisioning the family encapsulates the adolescent mothers’ dream for a better future for their
child and family. It takes a look at their mental picture of their family’s bright future and the
reconciliation of all conflicts and grief during the pregnancy.

As Erich shared:
I continued with my studies but he stopped. Now, he is the one studying. He is
taking Criminology. I continued because I thought, what if I become the dean,
or be the university president? My husband might get insecure that I have
many achievements but not him. I’ve enrolled him at San Sebastian.

Halima’s religious belief helped in her experience:

But there were times that fate tests us. But thank God, we still remained
together.

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Table 2: Summary of emerging themes, categories, and subcategories

Theme Category Subcategory

I: Emotional challenges Fear of what will happen
Facing the Uncertainty with the future
ordeal Anger to self
Denial
Consequences Stigma from community
of action Prejudice from family and friends
Discontinued education
II: Health concerns Carrying the child to term
Path to Effects on general wellbeing
parenthood Socioeconomic Finding ways to provide for the child
sacrifices Fewer social meetups
Educational struggles Difficulty in studying
Unable to continue studying
Frequent absenteeism
Family adjustments Isolation from partner
Co-parenting
Violence or neglect
Transition to parenthood
III: Key to progress Search for better living conditions
Embracing the Moving forward in life
value of Key to independence Emancipation from current situation
education Freedom to decide for the child’s future
IV: Support of partner and Educational support
Standing up and family Affective support
being strong Financial support
Caregiving support
Lessons learned Accepting the things that will not change
Maturity in one’s outlook
Motivation for self-improvement
V: A bright future For my family
Envisioning the For myself
family Resolution of conflicts Forgiveness
Marriage and togetherness

Discussion

Theme I: Facing the Ordeal

Emotional challenges include fear of what will happen, uncertainty with the future, anger to
oneself, and denial. These emotions were identified because of the seemingly insurmountable
adversities that these women experienced during their pregnancy (Asnong et al., 2018; Chi
Watts et al., 2015; Ndjukendi et al., 2017).

Perceptions of emotional burden on the part of the adolescent mothers emanate from the
thought of communicating their situation to their parents (Lloyd, 2010). Consequently, the
feelings of the young mothers correspond to the stages of grieving, where humans undergo the
stages of denial, anger, bargaining, depression, and acceptance in the face of losing something

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(Kübler-Ross, 1969). The thought of losing academic opportunities due to early pregnancy
evokes feelings of fear, uncertainty, anger, and denial, which also correspond to the five phases
of grief. The consequences of adolescent pregnancy, on the other hand, include stigma from
the community, prejudice from family and friends, and discontinued education.

Early pregnancy outside of marriage also begets social stigma (Banerjee et al., 2009; Copeland,
2017; Mokwena et al., 2016). This stigma is likely a direct consequence of conservative
cultural sensibilities shaped by Catholic doctrines in a predominantly Christian country.
Theoretically, the participants’ reactions to their pregnancy can be best explained by, and are
related to, Erikson’s theory of psychosocial development.

Identity formation is a primary task that adolescents are expected to learn. During this stage,
adolescents are concerned with their individuality and how others would perceive them
(Erikson, 1959). Their perceptions of what other people would say would explain the
subcategories of stigma from the community and prejudice from family and friends that
emerged from the interviews.

Theme II: Path to Parenthood

The health concerns of adolescent mothers include carrying their child to term and their own
wellbeing. Many research studies suggest that adolescent pregnancy increases the risk of
maternal complications, such as anemia, preeclampsia, depressive episodes, and other severe
health conditions (Jeha et al., 2015; Loto et al., 2009; Pauli et al., 2013; Sokulmez & Ozenoglu,
2013).

Additionally, adolescent pregnancy and motherhood were predictors of poor economic

outcomes, as the young mother would need to find means to support childbearing and
childrearing expenses (Banerjee et al., 2009; Shpiegel & Cascardi, 2018; The National
Campaign to Prevent Teen Pregnancy, 2002).

Educational struggles experienced by adolescent mothers include difficulty studying, inability

to continue schooling, and frequent absenteeism. The demands of motherhood can divide the
attention of college students (Almeida & Aquino, 2011; Glynn et al., 2018; Kleine, 2005), and
not getting a college degree can, in turn, impact the adolescent mothers’ immediate and future
families (Tang et al., 2016). A vicious cycle is inevitably created even as it can be remedied by
education.

Family adjustments include the subcategories of isolation from their partner, co-parenting,
violence, and neglect and/or transition to parenthood. Several changes in family dynamics
occur during adolescent pregnancy. Firstly, some adolescent men may opt not to accept the
challenge of growing into teen fatherhood; hence, they neglect their responsibilities, abuse their
partner, or isolate themselves from their partners (Derlan et al., 2018; Lohan et al., 2013;
Uengwongsapat et al., 2018). This unfortunate plight is to be expected because these are
stressful life events (Holmes & Rahe, 1967; Lazarus & Folkman, 1984) that force adolescent
mothers to learn practical life skills and wisdom (Goodman, 1995).

Theme III: Embracing the Value of Education

Education as a key to progress is viewed as one of the main reasons many adolescent mothers
are determined to continue their education. It also helps that they receive support and
encouragement from their significant others (Copeland, 2017; Krugu et al., 2016; Sycharuen
et al., 2018; Uengwongsapat et al., 2018; Yakubu & Salisu, 2018). Achieving independence is

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important to adolescent mothers who come from troubled households, and it may be explained
by their desire to break free from the stressful situation they are living in (Campero et al., 2014;
Dalton, 2015; Hindin, 2014). Completing one’s education is the motivation of adolescent
mothers, as they are likely aware of how a college education can help them better adapt to life’s
challenges (Lewin, 1947; Roy, 1980).

Theme IV: Standing up and Being Strong

Support from their partner and family includes but is not limited to educational, affective,
financial, and caregiving. This category demonstrates the power of support systems in enabling
adolescent mothers to overcome difficult situations (Bell et al., 2013; Challa et al., 2017;
Derlan et al., 2018; Loke & Lam, 2014; Mann et al., 2015; Morón-Duarte et al., 2014;
Shahabuddin et al., 2017). Lessons learned include the subcategories of accepting things that
will not change, maturity in one’s outlook, and motivation for self-improvement. The
meaningful life experiences of adolescent mothers influence them to have a more positive
outlook that can serve as springboard for self-improvement (Gama Ibiapina et al., 2016).

The appreciation of education’s value helps adolescent mothers actualize life lessons to
improve their current state. With the difficulties they have faced, the young mothers have
realized their responsibilities to ensure the welfare of the child and then develop an educational
resilience despite the emotional, social, psychological, economic, and educational challenges
they have faced and are likely still facing (Duckworth & Gross, 2016).

Theme V: Envisioning the Family

Adolescent mothers yearn to realize their full potential towards family development. The
participants’ experiences molded them to anticipate challenges in the future, and act in a
socially acceptable manner (Challa et al., 2017; Gomez-Scott & Cooney, 2014; Tang et al.,
2016). Resolution of conflicts reflects the reconciling experiences they experienced during the
course of their pregnancy. The ideation of a united family is a common attitude among
adolescent parents, as it is viewed as an important element in correct social functioning (Derlan
et al., 2018; Lohan et al., 2013). These views are manifestations of what the adolescent mothers
have learned after overcoming hardships (Dweck, 2000; Mezirow, 2009).

Validating the Phenomenon

The lived experiences of adolescent mothers and the stages they went through reflects Parson’s
AGIL paradigm. Ordeals, challenges, and hardships were perceived by the participants as
circumstances they must “adapt” to. These mothers endured emotional setbacks, social
disapprovals, educational struggles, economic sacrifices, domestic violence, abuse, and neglect
that strengthened their worldview of education. With the life episodes they had, the adolescent
mothers embraced the value of education and built their “goals and aspirations.” They realized
that their life is no longer centered around them, but on the welfare of their children. Adjusting
to their new role, the adolescent mothers “integrate” themselves to society by standing up and
being strong for their families. Having a firm resolve, they envisioned a sustainable and
maintained future for their significant others. These actions have enabled the adolescent
mothers to assimilate to society’s expectations of responsible adulthood.

Conclusion

Consistent with the literature reviewed and social theories mentioned, it can be concluded that
the lived experiences of being a pregnant adolescent while in college can be ascribed into
themes, and that the adolescent mothers have evolved to become enduring and responsible

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adults. They have realized the importance of continuing their college education as a key to
progress, independence, and improved life quality. This qualitative research shows that
adolescent mothers are vulnerable in the education setting and need proper guidance to achieve
their full potential.

Recommendations

This phenomenological research affirms the many struggles young mothers faced during this
significant life event and its positive impact. Educational administrators can learn from these
young mothers in formulating inclusive and pluralistic school policies. The following
recommendations are presented, considering the adolescent mothers’ lived experiences:

1. Establish a sustainable teenage pregnancy program for college students who had
adolescent pregnancy by identifying a core group.
2. Develop a network of support systems that can serve as an information and assistance
resource for childrearing adolescents.
3. Create avenues for continued training and livelihood to augment for lost educational
and economic opportunities brought by adolescent pregnancy.
4. Assimilate the educational circumstances of teenage motherhood into school policies
and curriculum.
5. Design mechanisms to monitor and refer incidences of adolescent pregnancy in school
and in the community.

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Corresponding author: Ryan Ray G. Gatbonton

Email: ryan.gatbonton@gmail.com

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