The Impact of a Photograph: Adolescent Mothers' Perceptions of their Future

The purpose of this study was to gain an understanding of how adolescent mothers envision their future for the next ten years of life after high school. Thirteen adolescent mothers in an alternative high school in Utah participated in an art-based photography project in which students collected images from both self-taken photographs as well as an online source. These photographs were used in making a photo book that expressed their future goals and dreams for the next ten years. Photo Voice was used as a theoretical framework for this study. Themes that emerged from the student's photo books, qualitative interviews, photographs of the classroom, and group discussion included marriage and weddings, family (both present and future), financial success, hidden curriculum and careers. Findings suggest that adolescent mothers want careers that require college completion, yet the career class environment appeared to only emphasize roles of motherhood and homemaking. Findings suggest that a college application process should be implemented into the curriculum for these students. Findings during the group discussion showed students lack the knowledge necessary for completing this important process for enrollment into a college or university. These young women exhibit the desire for advanced career opportunities and need this to become part of the career class core.

THE IMPACT OF A PHOTOGRAPH: ADOLESCENT MOTHERS' PERCEPTIONS OF THEIR FUTURE by Susanna Lindeman A thesis submitted in partial fulfillment of the requirement for the degree of Master of Arts in Community Leadership Westminster College Salt Lake City, Utah May 2014APPROVAL of a thesis/project submitted by Author's Name Susanna Lindeman School Department Department of Education Title of Thesis/Project THE IMPACT OF A PHOTOGRAPH: ADOLESCENT MOTHERS' PERCEPTIONS OF THEIR FUTURE The above named master's thesis/project has been read by each member of the supervisory committee and has been found to be satisfactory regarding content, English usage, format, citations, bibliographic style, and consistency, and is ready for submission to the Westminster College Library. ______________________ ________________________________________________ Date Thesis Advisor Approved for the School ______________________ ________________________________________________ Date Dean, SchoolAbstract The purpose of this study was to gain an understanding of how adolescent mothers envision their future for the next ten years of life after high school. Thirteen adolescent mothers in an alternative high school in Utah participated in an art-based photography project in which students collected images from both self-taken photographs as well as an online source. These photographs were used in making a photo book that expressed their future goals and dreams for the next ten years. Photo Voice was used as a theoretical framework for this study. Themes that emerged from the student's photo books, qualitative interviews, photographs of the classroom, and group discussion included marriage and weddings, family (both present and future), financial success, hidden curriculum and careers. Findings suggest that adolescent mothers want careers that require college completion, yet the career class environment appeared to only emphasize roles of motherhood and homemaking. Findings suggest that a college application process should be implemented into the curriculum for these students. Findings during the group discussion showed students lack the knowledge necessary for completing this important process for enrollment into a college or university. These young women exhibit the desire for advanced career opportunities and need this to become part of the career class core. Dedication I would like to dedicate this thesis to my Grandma Marjorie. She was never able to complete a college education, but made sure each of her children and grandchildren completed college. She is my inspiration. Love you Grandma!Acknowledgements I would like to thank my husband Richard, and my children Tyler and Jacob. They sacrificed a lot so I could complete graduate school and this thesis. My mom Jean for all her help. My brother Aaron and sister Emily for their continued encouragement. My friend and cohort, Kim Love, for her continued encouragement and support. School administrators and students that participated in this research study. Dean Shaw, Peggy Cain, Jamie Joanou, and Shelley Erickson for their help and encouragement every step of the way. You are amazing faculty!STATEMENT OF PERMISSION TO DUPLICATE THESIS & DEPOSIT/DISPLAY IN THE INSTITUTIONAL REPOSITORY Name of Author(s) Susanna Lindeman School/Department Westminster College / Department of Education Title of Thesis THE IMPACT OF A PHOTOGRAPH: ADOLESCENT MOTHERS' PERCEPTIONS OF THEIR FUTURE With permission from the author(s), on the basis of an occasional and individual request, the staff of the Giovale Library of Westminster College has the right to make a copy of the above named thesis. The Giovale Library staff also has the right to mail or otherwise disseminate a copy to the requesting party and to be reimbursed by the requesting party for the cost of duplicating and mailing the thesis. I hereby give my permission to the staff of the Giovale Library of Westminster College to duplicate as described the above named thesis. Signature of Author(s) Date With permission from the author(s), the staff of the Giovale Library of Westminster College has the right to deposit and display an electronic copy of the above named thesis in its Institutional Repository for educational purposes only. I hereby give my permission to the staff of the Giovale Library of Westminster College to deposit and display as described the above named thesis. I retain ownership rights to my work, including the right to use it in future works such as articles or a book. Signature of Author(s) Date The above duplication and deposit rights may be terminated by the author(s) at any time by notifying the Director of the Giovale Library in writing that permission is withdrawn.Table of Contents Chapter 1 Introduction…………………………………………………….1 Description of Topic……………………………………………2 Description of Project…………………………………………..3 Root Causes…………………………………………………….4 Significance and Community Organization……………………6 Conclusion……………………………………………………..7 Chapter 2 Barriers…………………………………………………………8 Theoretical Framework…………………………………………11 Influences……………………………………………………….15 Conclusion………………………………………………………17 Chapter 3 Methods…………………………………………………………18 Population………………………………………………..……..19 Access……………………………………………..…..………..19 Data Collection………………………………………………….20 Data Analysis……………………………………………………23 Photo Voice……………………………………………………..24 Ethics……………………………………………………………25 Conclusion………………………………………………………26Chapter 4 Introduction…………………………………………………….27 Wedding and Marriage…………………………………………27 Careers………………………………………………………….33 Financial Success………………………………………………36 Hidden Curriculum………………………………………….…41 Family……………………………………………………….…45 Conclusion……………………………………………………. 48 Chapter 5 Limitations……………………………………………………..50 Policy Implications and Recommendations…………………....51 Future Research………………………………………………...52 Learning Objectives……………………………………………52 References……………………………………………………………...54 Appendix A………………………………………………………….…59 Appendix B………………………………………………………….…60 Appendix C………………………………………………………….…61 Appendix D……………………………………………………………62List of figures Figure 1 - Page 28 Figure 2 - Page 28 Figure 3 - Page 29 Figure 4 - Page 30 Figure 5 - Page 31 Figure 6 - Page 32 Figure 7 - Page 32 Figure 8 - Page 46Figure 9 - Page 46 Figure 10 - Page 34 Figure 11 - Page 34 Figure 12 - Page 34 Figure 13 - Page 37 Figure 14 - Page 37 Figure 15 - Page 38 Figure 16 - Page 38 Figure 17 - Page 38 Figure 18 - Page 39Figure 19 - Page 39 Figure 20 - Page 40 Figure 21 - Page 40 Figure 22 - Page 40 Figure 23 - Page 40 Figure 24 - Page 42THE IMPACT OF A PHOTOGRAPH 1 Chapter 1 Introduction During my senior year of high school I was asked to write a letter to myself of my hopes and dreams for my next ten years of life. The letter would then be given to me at my ten year high school reunion. I remember writing that letter and the feeling of hope and excitement I had while writing it. After graduation I tried to pursue some of those dreams, but the reality of life set in and soon I found myself forgetting about my letter. As those ten years passed, the rush of daily life took precedence. I had dropped out of college after two semesters because I felt lost in a sea of students. I started working full-time and got married. A few years later I had my first child. While attending my ten year high school reunion, I remember receiving that letter. I remember the excitement I felt as I wondered what I had written so many years earlier. When I opened the letter, I read about my hopes of attending a particular college and being married to a wonderful man. I hoped for happiness and asked myself if I had married my high school boyfriend. To my surprise, my life had not turned out exactly the way I had hoped when I was seventeen. I believe the transition from adolescence to adulthood is a complex ordeal. What does it mean to be an adult? Is it different for each individual? As an adolescent, I am not sure I was looking at my future as a time to become an adult. I believe that I was choosing things for my future that I had learned from family and friends or had been told I needed to accomplish after high school. As I pondered this topic, I wondered how other adolescents envision themselves transitioning toward adulthood. Do adolescent mothers see this transition the same as other youth their age? THE IMPACT OF A PHOTOGRAPH 2 Description of Topic In my current profession, I educate families who live in public housing. Most of these families are headed by single mothers, many of whom began motherhood during adolescence. Having visited these families many times during the year, I have come to know them quite well. These mothers have expressed regrets regarding some of their choices during their young adult life. Many had high hopes for their future, yet failed to complete necessary goals that were needed in gaining self-sufficiency. Self-sufficiency for some of these women included higher education completion, which would open doors for higher paying careers. Financial self-sufficiency is only one piece of the puzzle. Many pieces exist between adolescence and adulthood. Jeffrey Arnett (2004) discusses the changes that have come about since the 1970's for adolescents emerging into adulthood. Up to that point, Arnet argues that most people would marry and settle down by age twenty-one, but in recent years, adolescents have taken more time in considering their future aspirations sometimes delaying marriage and parenthood until their late twenties or later. In researching this topic, I wondered how adolescent mothers today would fit into this period of emerging adulthood that Arnet discusses. I wondered if adolescent mothers' perceptions had changed after giving birth at a young age. Would they feel they were emerging quicker into adulthood than other youth because of the milestone of having a child? How do adolescent mothers envision the next ten years of their lives? What do they perceive they need in order to achieve their goals for the next ten years? With all of these questions, I realized my true passion was in understanding the adolescent population, which in turn led to the creation of my research project. THE IMPACT OF A PHOTOGRAPH 3 Description of My Project The purpose of this study explored adolescent mothers' perceptions of how they envisioned themselves transitioning into adulthood. This was accomplished through the creation of a portfolio using photographs that were taken by the adolescent mothers. Portfolio is defined as "an organized collection of student work and self-reflections that helps paint a portrait of the whole child. The systematic process of collecting, selecting, and reflecting upon learning is what makes a portfolio dynamic and meaningful" (Hill & Ruptic, 1994, p. 21). A portfolio can be used as a "learning strategy" (Porter & Cleland, 1995). Most studies have noted that portfolios are a collection and reflection of a learner's work over time (Courtney & Abodeeb, 1999). In reviewing additional research, I decided that an in-depth study using photography in a portfolio format gave students an added guide for reflection to use in their portfolio. Adolescent mothers (which will be referred to as parenting students for most of this thesis) in a specific alternative high school in Utah were given an assignment using Photo Voice, a participatory research methodology in which the parenting students were given cameras and had access to online images to document their own ideas of what they envision for their future. It is a methodology that builds on the power and potential of photography as a flexible and empowering tool that is at once, accessible, therapeutic, influential and communicative (photo voice, 1997). Photographs included anything the parenting students would like to accomplish during their next ten years of life. Parenting students were asked to review their own photographs in class and add any written annotations that they want to each picture. Each parenting student's photographs were then printed in annotated book form and given to the student to keep. Portfolios gave the THE IMPACT OF A PHOTOGRAPH 4 participants a visual representation of their future goals and photo voice offered reflection of the goal choice. Root Causes In order to gain a better understanding of this population, I first needed to understand some of the barriers that adolescent mothers face. Teen pregnancy rates, low education completion, and welfare participation are all important for this research because they paint an image of why future goal attainment is vital for an adolescent mother's future self-sufficiency. Although teen birth rates have been falling for the last two decades, more than 365,000 teens aged 15-19 years gave birth in 2010 (CDC, n.d.). Approximately one-quarter of teen moms go on welfare within three years of the child's birth (thenationalcampaign, n.d.). Only 40 percent of teen moms finish high school, and less than two percent of teen mothers (those who have a baby before age 18) finish college by age 30 (thenationalcampaign, n.d.). All of these barriers can have generational impact and perpetuate the cycle of poverty for these families. For these reasons, I believe it is imperative for adolescent parents to make quality choices early in life for future self-sufficiency and to successfully reach adulthood. For this research, I would like to draw attention away from teen pregnancy and focus more on the ways adolescents envision themselves transitioning into adulthood. In a study done by the U.S. Department of Education concerning future expectations, it was reported that high school seniors today had higher educational goals than their counterparts of the 1970's (Department of Education, n.d.). Statistics show students who enroll in college directly following high school graduation have a much THE IMPACT OF A PHOTOGRAPH 5 higher rate of completion than students who wait (Bozick & DeLuca, 2005). About half of all high school students (49 percent) enrolled in college immediately after high school in 1980, compared with seventy percent in 2009 (Department of Education, n.d.). This information is crucial in understanding how education choices can affect an adolescent's future. It also shows the emphasis youth are putting on higher education completion compared to those students in the 1970's. Would adolescent mothers choose to settle down like young adults in the 1970's or would they follow the pattern and current trend for college enrollment following high school completion? Employment rates have also seen a change within the last thirty years. The percentage of young males in the labor force decreased from 61 percent in 1980 to 35 percent in 2010, and the percentage of young females decreased from 53 percent to 35 percent over the same time period (Department of Labor, 2010). This could be in part because of extra-curricular activities, volunteer opportunities, and the need for continued educational achievements. The rates for all of these have risen since the 1980's (Department of Labor, 2010). This is important because it raises a concern for adolescents who do not engage in continued educational completion. The job market is shifting and a college degree might become essential for continued self-sufficiency. Statistics show that the values of youth have changed through the years. Greater percentages of seniors in 2004 than in 1972 reported that being able to give their children better opportunities was very important to them (83 vs. 67 percent); the same was true of the percentages who valued living close to parents (25 vs. 8 percent) and making money (35 vs. 18 percent) (ed.gov). This could explain why further education attainment is becoming more crucial for young adults. In order to have the things that they want in the THE IMPACT OF A PHOTOGRAPH 6 future they will need higher paying employment, which usually comes from higher education attainment. In order to assist adolescent mothers in gaining future self-sufficiency and assisting them in attaining their goals, it is crucial to understand what their goals are. Significance and Community Organization The participants in this study are adolescent mothers attending an alternative high school in Utah. The school is made up of various kinds of students, both adult and teen learners completing their high school or GED requirements. The adolescent mothers refer to themselves as "Parenting Students" and range in age from fifteen to eighteen. I was able to have thirteen participants complete the project. All participants had already given birth to their children. This study did not include fathers or other students attending the school. I was able to gain access to the research participants through administrators at the school. They sent out notices to parents of the parenting students for consent in participating with this study. I was able to administer the study during students' Friday career class at the school for an hour or more each week. The high school and the school district will both benefit from this study. The school administrators will have a better understanding of how these particular students view transitioning into adulthood and what their goals and dreams are for the future. Administrators will be able to assess whether additional programs need to be implemented in order to give each parenting student the skills needed to reach their desired goal in their journey toward adulthood. The school district will benefit in understanding what is needed for students to succeed in their future goals and if the programs they offer are benefitting these parenting students. THE IMPACT OF A PHOTOGRAPH 7 Conclusion Creating a portfolio using Photo Voice for parenting students to use in reflection of their own photographs in determining their future aspirations was a beneficial piece for this population. As a graduate student, I reflected on my future by using examples I have studied in the past and to input this information into a portfolio. In using the portfolio format and photo voice for reflection, these adolescent mothers had a better understanding of what they want for their future and a greater sense of motivation for obtaining their lifelong goals.THE IMPACT OF A PHOTOGRAPH 8 Chapter 2 Little research specifically addresses the adolescent mother and how they envision their future aspirations. For the purpose of this literature review, I will discuss ways in which adolescents, both parenting and non-parenting, may envision themselves transitioning into adulthood. This will be done by discussing some of the barriers adolescents face in reaching future goals, the theory behind emerging adulthood, the theory of possible selves, the theory of hidden curriculum, and various influences and support systems adolescents need in deciding and completing their future dreams and goals. All of these topics will assist in explaining how adolescents may envision their transition into adulthood. Barriers Historical and Contemporary. Adolescent mothers struggle daily with high school attendance (Swedish, 2010). Barriers such as child care, transportation, and lack of support from family and schools are just a few reasons why many parenting teen students drop out of school. Seventy percent of teen moms drop out of high school and most are unlikely to pursue higher education (Swedish, 2010). Before Title IX Educational Amendments Act in 1972, pregnant and parenting teens were routinely expelled from school (SmithBattle, 2007). Title IX prohibited discrimination against pregnant and parenting students. Even with this amendment, high school graduation rates and enrollment in college among parenting teen students continue to be lower than for later child bearers (Hofferth, Reid, & Mott, 2011). Swedish (2010) also argues that teenage mothers are less likely to pursue higher education. THE IMPACT OF A PHOTOGRAPH 9 Both Swedish (2010) and Smithbattle (2007) agree education does not take top priority of importance with the duties parenting teens have with family responsibilities and the additional barriers of child care and transportation. Additionally, most schools are not equipped to assist teens with these barriers. Stephens, Wolf, & Batten (1999) argue that schools must expand their efforts to serve parenting teen mothers in their districts and must improve the "quality, equity and effectiveness of the educational opportunities available to teen parents" (p. 8). Stephens, et al. (1999) also believe that schools must form coalitions with community partners in order to assist young mothers with barriers of childcare. One of these ways could be partnering with an Early Head Start program that would provide on-site daycare for students attending a high school program. Without help from a high school that can assist parenting students with programs that overcome these barriers, these young mothers will not have an opportunity in obtaining the necessary education for future success in financial self-sufficiency. The information from this study is a way of understanding why a school that has the capacity and programs to assist these parenting students is crucial. The study by Smithbattle (2007) found that parenting students who attended a school that fostered a connection to school, reinforced motivation to academic success, and provided college advisement, capitalized on parenting students' aspirations to become a better student and mother. This in turn could contribute to positive chain reactions and the reduction of prior adversity for adolescent moms (SmithBattle, 2007). Lack of education can bring less employment opportunities and lower income levels, which leave many adolescent parents in need of possible lifelong welfare assistance. Although teen birth rates have been falling for the last two decades, more than THE IMPACT OF A PHOTOGRAPH 10 365,000 teens aged 15-19 years gave birth in 2010 (CDC, n.d.). Approximately one-quarter of teen moms go on welfare within three years of the child's birth (thenationalcampaign, n.d.). The United States Department of Labor validates this viewpoint by stating earnings increase significantly as a worker's degree of education rises (Department of Labor, 2010). The Bureau of Labor Statistics state women with less than a high school diploma earned $386 per week compared with $1,001 for those with a college degree (bls, n.d.). With this statistic alone, it is easy to understand the economic impact education can have on the earning potential and quality of life for young mothers and their children. This is another reason assisting young mothers in attaining higher education is crucial in helping them reach future goals and hopefully attainment of financial self-sufficiency. Historically, individuals were allowed to enter into marriage at a very young age, fourteen for males and twelve for females (Dahl, 2010). While Roman, Catholic, English, and early American law may have allowed marriage at this young age, many questioned the advisability of such early unions (Dahl, 2010). In the United States, age restrictions have been revised so that now they are between fifteen and twenty-one years of age (Dahl, 2010). Studies have shown that teens, who marry before the age of nineteen, tend to have more children early in life, are fifty percent more likely to drop out of high school, and four times less likely to graduate from college (U.S. Census Data, 1986; Klepinger, Lundber, & Plotnick). In a discussion of risky behavior among youth, O'Donoghue and Rabin (2001) argue that teens may not accurately compare short-run benefits versus long-THE IMPACT OF A PHOTOGRAPH 11 run costs because teens discount the future too heavily. This could be why teens would engage in risky behavior. In reviewing this literature, I believe that marriage early in life is an added barrier for young mothers and can lead to negative consequences throughout their lives. This reasoning will be discussed further in the hidden curriculum section and will show why the hidden curriculum can perpetuate the cycle of early marriage and negative lifelong consequences. Theoretical Framework Emerging adulthood. Jeffrey Arnett (2004) proposed the term "Emerging Adulthood" after interviewing three hundred young people between the ages of eighteen to twenty-nine years of age and asking them what they wanted out of life. He found emerging adults shared a perception of feeling "in-between" in which they understood they were leaving adolescence but were still close to family and parents. Arnett describes this time period as a time when young people are deciding who they are and what they want for their future. Arnett's research shows that emerging adults want a lot out of life, but they do not yet understand the complexities that life can bring. He states, "If happiness is the difference between what you expect out of life and what you actually get, a lot of emerging adults are setting themselves up for unhappiness because they expect so much" (Arnett, 2004, p. 12). Aquilino (2005) added additional insight to the dynamics that family support systems offer during the emerging adulthood period. He states that the distinguishing characteristic of this period is that most emerging youth are not settled down and they thrive on frequent and fast-paced life course changes. He discusses the need for young adults to have autonomy while still being able to turn to parents for financial and THE IMPACT OF A PHOTOGRAPH 12 emotional assistance when needed. Family support was also important for wisdom, guidance, financial support, formation of future career goals and teaching life skills. Family is critical in determining how well youth transition into emerging adulthood and can have a positive or negative affect on the future self-sufficiency for these adolescents. Possible Selves theory. The theory of possible selves will add to other literature and give a theoretical framework for my research study. This theory is important because it helps to validate why a person sees themselves wanting goals in the future that are not consistent with their actual lives. Possible selves are important, first, because they function as incentives for future behavior and second, because they provide an evaluative and interpretive context for the current view of self. Research exists concerning experiences associated with early motherhood and the implications on decisions and actions for the future (Smith, 2004). Markus (1986) details possible selves' theory that represents individuals' ideas of What they might become, what they would like to become, and what they are afraid of becoming, and thus provide a conceptual framework between cognition and motivation. Possible selves are the cognitive components of hopes, fears, goals, and threats, and they give the specific self-relevant form, meaning, organization, and direction to these dynamics. Possible selves derive from representations of the self in the past and they include representations of the self in the future (p. 954). THE IMPACT OF A PHOTOGRAPH 13 An understanding of possible selves assisted me with determining how the adolescent mothers will see themselves in the future and possible motivators for future goal accomplishment. A study by Klaw (2008) demonstrated the theory of possible selves using thirty students attending an alternative school for pregnant and parenting adolescents. Students were asked to design a collage that represents who they are and how they envision themselves in the future. Images from magazines were used in creating the collages. In analyzing the collages, Klaw found that teens envisioned themselves as married with families of their own. This was represented by pictures of brides, wedding rings, and families with babies. Teens also envisioned financial success, the need for professional careers, and the need for family members in their lives. Based on the realities of the participants' lives, the collages were interpreted by the researcher as components of teens' "hoped for selves", but these were somewhat removed from their directly lived experiences (Klaw, 2008, p. 449). My study participants had similar results and as such, validates this theory as a way of understanding why they chose these items. Another study by Halfond, Corona & Moon (2012) suggests that possible selves theory can explain adolescents' hopes and fears for their future which can in turn motivate their behavior. Eighteen Latino adolescents were interviewed in order to find out what they hoped for in the future. They also hoped for financial stability, college completion, occupational attainment, and family life. These two studies indicate that youth hopes and dreams are consistent for both young parents and youth from other cultural backgrounds. THE IMPACT OF A PHOTOGRAPH 14 Hidden curriculum. Phillip Jackson (1968) termed the phrase "hidden curriculum" in his book Life in Classrooms. He argued that the hidden curriculum in public grade school classrooms emphasized specific skills which included learning to wait quietly, completing work, keeping busy, cooperating, being neat and punctual, and being courteous. These skills were necessary for progression through the school system, but did not strive to advance educational goals. Jane Roland Martin (1994) discussed the idea of hidden curriculum. She states curriculum can be revealed to some while remaining hidden to others: Until learning states are acknowledged or the learners are aware of them, however, they remain hidden even if sociologists, bureaucrats, and teachers are all aware of them. Thus a hidden curriculum can be found yet remain hidden, for finding is one thing and telling is another (p. 162). Anyon, (1980) adds that hidden curriculum can also be prevalent between students from different social classes. Anyon studied five schools each with students from each social class level. Her conclusion suggests that Hidden curriculum of school work is tacit preparation for relating to the process of production in a particular way. School experience differed qualitatively by social class. These differences may not only contribute to the development in the children, but would thereby help to reproduce this system of relations in society (p. 12). This is important because hidden curriculum provided a framework in understanding the classroom in the school that the adolescent mothers attended. THE IMPACT OF A PHOTOGRAPH 15 Influences Family. Studies have shown that teens rely heavily on parents and family for future choices. In a study by Trusty (1996) high school seniors indicated that parents - more than teachers, counselors, or any other person - influenced career decisions. Malmberg (2005) agrees stating, "When adolescents were asked with whom they had planned their future, they ranked family members as the most frequent source of information, followed by peers, the mass media and school" (p. 711). This was also consistent with the data I collected from my participants. This information is important because lack of family support or knowledge in assisting youth in their particular future goal choice can have detrimental effects for youth in selection and accomplishment of their goals. A study conducted at the University of Oxford, found that family is considered a source of role modeling. Families communicate expectations for future achievement and support and feedback for goal setting and career building (Malmberg, 2005). Adolescents seem to be well aware of the available cultural guidelines regarding future goals, and they also think that their future will be relatively similar to that of their parents' generation (Malmberg & Trempala, 1997). During my study, I did not have any participants discuss their future as being similar to their parents' generation. It is interesting enough that people tend to model their parents behavior more than listening to the words they say. The word communicate used by Malmberg above could mean verbal communication or body language. In a study by Spear (2004), she found that adolescent mothers were "optimistic about their futures" with one participant stating, "Havin' a baby, isn't a nightmare, but THE IMPACT OF A PHOTOGRAPH 16 it's really hard" (p. 120). Most research focused around adolescent child bearing and found that childbearing, although not without challenges and most often unplanned, is viewed by these young women as a normative and acceptable life event. In a study by SmithBattle (1995), young mothers viewed having children as a positive life event that gave them hope and moved them toward a more productive future. From the information I have read in these studies, many adolescent mothers realize that while raising a child during these years might be difficult, it is not impossible and they generally seem to have a positive outlook for their future. My research results were the same with participants indicating that they changed their lives for the better once they found out they were pregnant. Mentors. Mentors or programs that foster lifelong learning have also been found to be a replacement when family is unable or unwilling to assist teen parents in future aspirations. Mount Sinai Medical Center, located in East Harlem, has been identified as one of the poorest neighborhoods in New York City (Swedish, 2010). In 2007, East Harlem had the highest teen pregnancy rate in all of New York City (Swedish, 2010). In 1990, Mount Sinai started the MOMS (Mothers of Mount Sinai) program. This program is an education and support group for pregnant and parenting teens. The program was originally modeled after the Carrera Adolescent Pregnancy Prevention Program and was primarily meant to reduce the number of additional births during the teen parents' years as well as providing job training and encouraging education. After ten years, the original thirty-one MOMS participants were surveyed and had made comparable advances in their education when compared to studies of other former THE IMPACT OF A PHOTOGRAPH 17 teen mothers (Swedish, 2010). This study emphasizes the benefits that mentor programs can have for the teen mom population. Participants felt the group social workers were like "extended family" and inspired them in obtaining more economic growth in the future through education. Another study by Smith (2004) included home visits as a way of mentoring. Forty-eight percent of participants expressed face-to-face and telephone support as being a desirable method to share concerns with nurses. The survey from this study found the "value of support systems as a means of assisting pregnant adolescents to cope with concerns and needs during pregnancy" (p. 12). These studies conclude that mentors can be a powerful tool in the life of a young parent if parental support is lacking. Conclusion This literature reveals how barriers, the theory of possible selves, emerging adulthood, hidden curriculum, family and mentors can influence and have an impact on the lives of young mothers. In my research, I used this information to understand at a deeper level how this agreed or disagreed with the findings I have and how adolescent mothers envision themselves in the future. THE IMPACT OF A PHOTOGRAPH 18 Chapter 3 Methods This study used a qualitative research methodology. According to Morrow and Smith (2000), "qualitative research is defined by either an emphasis on particular characteristics being studied, or more broadly by the overall themes of participants' experiences. Qualitative designs involve a worldview that acknowledges how each individual assigns meaning to events and behavior" (p. 87). Triangulation was also used as a form of data collection. The use of triangulation was a way of adding additional validity to the findings. Creswell and Miller (2000) state that "evidence collected through multiple methods, such as observations, interviews, and documents to locate major and minor themes is valid because researchers rely on multiple forms of evidence rather than a single incident or data point in the study" (p. 127). Data collection included individual qualitative interviews with the parenting students, a group interview, students' self-created photo books with annotations, and field notes in order to capture a deeper meaning of each photograph. This gave me a more in depth and richer vision of how parenting students envisioned their future goal attainment. The purpose of this study was to find out how adolescent mothers envision the next ten years of their lives and what they perceive they need in order to achieve the goals they envision for their next ten years of life. Participants were asked to take photographs of what they envision for their future for the next ten years. Because of the lack of access to some photographs, students were able to use online images to complete their vision for their future. Students were able to reflect on reasons why they chose each photograph by annotating them. The annotations were done on a computer as students THE IMPACT OF A PHOTOGRAPH 19 were loading photographs onto an online website and designing their personal photo books. Photographs were printed in a photo book for participants to keep. Population The population for this study were adolescent mothers from an alternative high school in Utah. These students came from other schools within the district boundaries. Students must have permission to attend this school by school administrators. There were thirteen adolescent mothers who participated. All participating students had already given birth at the time of the study. Fathers and other students were not asked to participate. Participants' ages range from fifteen to eighteen years old. Access In determining the population I wanted to work with in this study, I chose an alternative high school in Utah that was close to the area in which I live. I set up an appointment with the vice-principal of this school and used a power point presentation to introduce the research study. She agreed that the study was interesting and would be beneficial to their school and asked that I submit the proposal to her as soon as it was approved by the Institutional Review Board (IRB) at Westminster College. After approval was completed by the school district board, administrators sent a letter to parents of qualified students asking for their permission in allowing their daughter to participate. After parent approval was received, the student was presented the study information and asked if they would agree to participate. Students were informed that pseudonyms would be used to protect their identity, the identity of others in the study, and that all information would be confidential. Signed paperwork for both parent permission and student approval was kept by me in my home office locked in a desk THE IMPACT OF A PHOTOGRAPH 20 drawer. Students were able to withdraw at any time and were not required to participate or complete this study. After all approvals were completed, I conducted the study during the career class taught every Friday at the school. I was in the classroom for approximately an hour and a half each session. The length of the study took eight weeks to complete. During that time period, different assignments were given to students in order to complete the study. Data Collection During the first meeting, I introduced the topic and asked the parenting students to picture in their mind what they envision for their lives in the next ten years. I gave them two minutes to write down some ideas and explore what they pictured for their lives. During this time I observed the parenting students. Observation is a fundamental and important method in all qualitative inquiry because it is used to discover complex interactions in a natural social setting (Marshall, 2006). Field notes, which are a record of observations, were noted concerning parenting student's body language, social interactions, and other items pertaining to this discussion. Field notes are detailed, nonjudgmental, concrete descriptions of what has been observed (Marshall, 2006). For this research, all time spent with students was documented in my field notes. I asked the parenting students to get into groups and discuss some of the ideas they had written down with each other. Each group shared a couple of ideas with the larger group. To conclude I shared this story of my son. I asked him what he would take a picture of if he had to envision his future for the next ten years. He told me he would take a picture of a forest because he likes to be outside. I explained to the students that the pictures they take can be representative of something they envision in their future. THE IMPACT OF A PHOTOGRAPH 21 Pictures have different meanings for each individual and I wanted them to envision a large collage of different pictures to fill up the vision for the next ten years of their life. This first meeting with students lasted an hour. I gave some of the parenting students a camera. Others just wanted a SD card because they had a camera of their own to use. I emphasized the cameras needed to be returned to me after they had completed the assignment. The SD cards were theirs to keep. With these cameras, parenting students took digital pictures of anything or anyone they would like to include in their future. Parenting students also chose pictures from an online image source. Students loaded their pictures into an individual file on a specific drive on the school computer and then each student loaded their completed file onto a thumb drive. The thumb drive was kept by the career class teacher so students could work on their picture collections during school hours. On February 14, 2014, I met with the parenting students and the computer teacher at the school in the computer lab for final revisions and to make the photobooks. Students were able to log into an account set up on an online photobook website. They loaded their individual photos and placed them electronically into the photobook. They were able to add any background to the pages of the book as well as to annotate each photograph. Books were then saved in the cart online. When everyone had completed their book, I ordered them and had them shipped to my house. Five students were chosen randomly to do a more in-depth interview. Qualitative interviews are much more like a conversation than a formal event with predetermined responses. (Marshall, 2006). Kahn and Cannell (1957) described interviewing as "a conversation with a purpose" (p. 149). Marshall (2006) states this method is important THE IMPACT OF A PHOTOGRAPH 22 because the "participant's perspective on the phenomenon of interest should unfold as the participant views it (the emic perspective), not as the researcher views it (the etic perspective)" (p. 101). I met individually at the school after the photobooks were completed with each of the five parenting students chosen and asked them questions about their photograph choices and what they meant for their future. My interviews were digitally recorded on a digital voice recorder. Each interview was then transcribed and coded for themes. Pictures taken by students were coded for themes as well as using annotations from students. Themes were also taken from a group discussion and field notes from the visits to the school and interaction and observations with the students. The questions for these interviews are included in Appendix A and B of this study. Questions were qualitative in nature and were open-ended for more rich data in exploring this topic. Some questions were tailored to the specific photograph or theme being discussed and followed the lead of the parenting student being interviewed in order to explore individuality in their future goals and dreams. Along with the photobooks, participants were given a taco salad party at the end of the study to thank them and administrators for their help and participation. During the party, I conducted a group interview to gain a better understanding of similar answers that were obtained through the individual interviews. Field notes and observations were done along with the interview. Marshall (2006) states that when more than one person participates "in an interview, the process takes in a wider variety of information than if there were fewer participants" (p. 102). This was beneficial because the group was able to provide additional insight on answers from the individual interviews. All costs incurred THE IMPACT OF A PHOTOGRAPH 23 for this study were paid by me. Students and school administrators were not asked to pay for any costs. Data Analysis All interviews and field notes were transcribed by me. Photographs and annotations from student's photo books, interview and field note transcriptions, and pictures of the classroom were coded by me for themes. Codes are tags or labels used for assigning units of meaning to the information compiled during a study (Miles and Huberman, 1994). Codes are attached to "chunks of words, phrases, sentences, or whole paragraphs…they can take the form of a straightforward category label or a more complex one" (Miles and Huberman, 1994, p. 56). Codes are used to retrieve and organize the data making it easier to put similar items into like categories or themes and then analyzed. Analysis is the search for patterns in data and for ideas that help explain why those patterns are there in the first place - coding is thus a method that enables you to organize and group similarly coded data into categories or "families" because they share some characteristic - the beginning of a pattern (Saldaña, 2004). All data collected was coded by me for themes and were condensed into like categories. The final themes were condensed into five categories all of which are discussed in the following chapters of this thesis. In using qualitative data analysis, I gained a clearer vision of the direction these adolescent mothers would like for their future as well as offering administrators and future researchers a glimpse into what students are considering for their future on their journey toward adulthood. THE IMPACT OF A PHOTOGRAPH 24 Photo voice Photo voice is a methodology developed by Caroline Wang and Mary Ann Burris (Wang, 2005). The main idea of photo voice is that individuals being studied are the experts of their own truth regarding their life experiences (Wang, 2005). Koltz et al. (2010) state "photos have the benefit of providing immediate and in-the-moment data collection of the experience being studied" (p. 392). This gave me a clearer picture of a deeper meaning of the photo for the parenting student. Using photo voice includes a reflection process that has a three-stage method (Wang, 2005). The stages include first, selecting photographs, second, contextualizing photographs, and finally, codifying photographs. For this research study, adolescent mothers used this same approach by reflecting on what they want in their future for the next ten years, selecting photographs that portray their reflections, and then annotating the photographs to give them a deeper meaning. Contextualizing refers to the process of telling stories or narrating what each photograph represents and codifying is identifying themes or categories that represent the experience of young mothers participating in this research. The coding comes from themes of previous research and other themes that are new and can be added to current research. The use of photo voice gives a valid approach for collecting data. Validity is defined by Creswell and Miller (2000) as "how accurately the account represents participants' realities of the social phenomena and is credible to them" (p. 124-125). Validity refers not to the data, but to the inferences drawn from them (Hammersley and Atkinson, 1983). For this study, I believe this qualitative approach worked best in gaining THE IMPACT OF A PHOTOGRAPH 25 rich insight into how adolescent mothers envision their futures for the next ten years and the meanings behind those visions. Ethics I was unclear of the barriers I would face because I was working with minors. Some of the barriers during the interview consisted of nervousness from other students, inability or unwillingness of parenting students to process data into a deeper form, lack of rapport with me, and lack of personal knowledge of future goals that they would like to attain. For example, some of the parenting students would answer questions with, "I am not sure" or "I don't know". In spite of these challenges, I was able to get some very interesting and meaningful data from participants and I appreciated their willingness to complete this study. Pseudonyms were used because the population I studied were minors. The Belmont Report (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978) implies that respect for persons-the ethical basis of informed consent-incorporates respect for the confidentiality of autonomous persons. Sieber (1984b) made a distinction between privacy and confidentiality, noting that "privacy and confidentiality refer to states of persons and of data respectively" (p. 154). Therefore, when researchers fail to keep confidential information from disclosure, they have, in effect, breached participants' privacy, which is "wrong because it reduces autonomy and is disrespectful of persons" (Sieber, 1984a, p. 63). Participants were notified that their information was confidential and this gave reasoning for pseudonyms. THE IMPACT OF A PHOTOGRAPH 26 Conclusion This chapter details the collection and analysis for this research study and gives meaning and understanding of the importance of data and also the way it is collected and analyzed. The five themes will be discussed in Chapters Four and Five. Readers should note that my own subjectivity was part of the analysis process. My own bias was a factor in the choice of theme and category placement. THE IMPACT OF A PHOTOGRAPH 27 Chapter 4 Introduction When adolescent mothers were asked to represent their next ten years of life with photographs, the young women used self-taken photographs and other images from an online source to create a photo book. In analyzing these books, individual qualitative interviews from five of the participants, field notes, a group interview with all participants, and coding of the classroom in which participants met for their weekly career class, five themes emerged. (1) The adolescent mothers envisioned themselves having a wedding and being married in the future. (2) The adolescent mothers wanted to have careers as nurses, interior designers, marriage and family counselors, and dental hygienists. (3) The adolescent mothers wanted financial success which was portrayed by photographs of luxury cars, large homes, and worldwide vacations. (4) The idea of hidden curriculum was identified from coding the career classroom that students attended on Fridays. (5) The adolescent mothers emphasized the importance of current family support as well as hope for future children and families. Wedding and Marriage The photographs used to symbolize this theme included pictures of wedding dresses, diamond rings, and places participants would like to be married. The following pictures are taken from participant's photobooks.THE IMPACT OF A PHOTOGRAPH 28 Figure 1 Figure 2 Student's annotations from these pictures state, "My dream wedding is on the beach" (Figure 1) and "I want to get married at the beach" (Figure 2). In reviewing these pictures, I use the theory of possible selves to describe these images as students "hoped for selves" in the future. "Possible selves derive from representations of the self in the past and they include representations of the self in the future" (Markus, 1986, p. 954). I believe that they currently feel outside of the norm as adolescent mothers and want to aspire to what they perceive as the norm. When I look at these picture, I see a happy husband and wife enjoying their new start together in life. The pictures have a peaceful appearance and for an adolescent mother, peace sounds like an excellent way to spend any day especially when starting a new life as a married woman. Sarah stated, "You get married because you are in love with someone". I believe that this picture is a representation of how these students THE IMPACT OF A PHOTOGRAPH 29 perceive being in love. These students want to marry a partner who is in love with them. None of the students discussed wanting to marry the father of their children. This leads me to believe that they might perceive their children's father as someone who is not in love with them or they are not in love with at this time. The study by Klaw (2008), had similar results emerge as well. In this study parenting students were asked to create a collage from magazine images representing who they are and how they envision their future. These students included similar pictures of weddings. Klaw (2008) believes as I do that the photographs were representative of students "hoped for selves" as they are somewhat removed from their directly lived experiences. These pictures represent the hope for normalcy in their lives and perceive Figure 1 and Figure 2 as a representation of a married couple on their wedding day. Figure 3THE IMPACT OF A PHOTOGRAPH 30 Figure 4 Student's annotations for these pictures stated, "The dress is a plus" (Figure 3) and "My favorite picture is my wedding dress because it is beautiful" (Figure 4). During interviews, one student stated that a wedding dress is an essential part of the wedding. This information is similar to students "hoped for future self" as stated by Klaw (2008) as a possible future self. Some of the participants expressed wanting to wait for a while to get married. This attitude is important because it gives an example for Arnett's (2004) theory of emerging adulthood. Arnett describes this time period as a time when young people are deciding who they are and what they want for their future. This is different from the attitudes of many women from the early twentieth century who chose marriage and family above education and career. These young mothers may have begun their families early, but are in no hurry to get married or settle down. THE IMPACT OF A PHOTOGRAPH 31 Figure 5 (model shown is not a participant) All of the participants chose a white traditional wedding dress except for Marisa (name has been changed). Marisa chose the dress in Figure 5. She stated, "My favorite picture is my wedding dress because it is black and usually people don't have a black dress". To me, this dress looked like a typical high school prom dress. I asked her if she had ever gone to a school dance. Her answer was, "no, but it would have been fun to go to one". This leads me to wonder if Marisa really wants a wedding dress or if she wants to go to the prom? This dress goes against research found on other adolescent mothers who want to be a traditional bride and wear a dress that represents traditional wedding attire. I believe that this student might have some regrets of not attending dances like a traditional high school student.THE IMPACT OF A PHOTOGRAPH 32 Figure 6 Figure 7 Student's annotations from these pictures stated, "I want a big wedding ring" (Figure 6) and "I want a simple wedding ring" (Figure 7). When students were asked to describe what a wedding ring meant to them, Sofia stated, "a ring is part of getting married". Again, I believe that students are looking for normalcy. They perceive a traditional diamond ring as being an intricate part of the wedding details. When I look at these rings, I see very beautiful settings. These rings look very expensive and can be thought of as students "hoped for self" as explained by the theory of possible selves.THE IMPACT OF A PHOTOGRAPH 33 During the group discussion, I was able to ask students what the idea of a wedding meant for them. Tara stated, "You get married when you are in love with someone. It is a commitment to each other". The symbols these students used are representations of a beautiful wedding and not so much based on the marriage. Students seem excited about the details, but are reluctant to understand the difficulty and challenges that a marriage can have on a daily basis. This idea is what Arnett (2004) discussed as the theory of emerging adulthood. Arnett's research shows that emerging adults want a lot out of life, but they do not yet understand the complexities that life can bring. He states, "If happiness is the difference between what you expect out of life and what you actually get, a lot of emerging adults are setting themselves up for unhappiness because they expect so much" (p. 12). Most of these young mothers have witnessed divorce and lack of commitment in their own families. Lindsey stated, "My parents' divorce has not affected how I look at my future". I tend to disagree. If divorce has not affected how some of these students look at their future, then I believe they would concentrate more on marrying a partner that has the same beliefs and values as they do and not as much around the symbols of a wedding. Careers Photographs for this theme represented participant's hoped for future careers. More than half of participants wanted to be a nurse. One participant said it was her childhood dream to be a nurse. I believe that the participants might want this career because they have a perception that nurses make a lot of money and the profession could help provide for their future needs. One participant stated she knew that nurses made lots of money, but she did not tell me how she came to know this information. Income is a THE IMPACT OF A PHOTOGRAPH 34 very important step in the ability to financially take care of their child and students perceptions of a nurse making decent money could be a driving force for wanting this profession. Other careers participants included were interior design, dental hygienist, and marriage and family therapist. These careers are also associated with a high income, but I believe these are focused on the interest of the individual. The following photographs are taken from participant's photobooks of their hoped for career choices. Figure 10 Figure 11 Figure 12 During qualitative interviews participants discussed a strong desire for specific careers. Some of the quotes that came from the interviews included: "I need to be realistic and a RN is the best choice to support him (my son)" (Figure 10). "I want to be an interior designer and design houses" (Figure 11). "I want to be a dental hygienist" THE IMPACT OF A PHOTOGRAPH 35 (Figure 12). The students understood what career they wanted and why they wanted it. They also understood that they would need to complete a college degree in order to attain these careers. During the qualitative interview process one student commented, "I want to go to college so that I can be a NICU nurse". This is especially interesting as this young mother has narrowed her field to a specific kind of nurse. During the group discussion, I wanted to gain a deeper understanding of what career meant to these students and how education factored into their career choice. I first asked students how many of them wanted to attend college right after graduation. Two-thirds of the students raised their hands. I asked how many wanted to wait a year or more to go to college. The remaining students raised their hands. I asked one of these students why they wanted to wait. Brytin replied, "I want to wait for my daughter to be old enough to understand that I need to study". I asked why some of them wanted to go to college following graduation. Maria stated, "I want to get it over with. If I stop going to school then I will get lazy and won't want to go back". I asked which college the students wanted to attend. None of the girls answered. I asked how many knew how to fill out a college application. None of the girls raised their hands. I was in shock to learn that two-thirds wanted to attend college following graduation, but did not know which school they wanted to attend. Graduation at the time of this thesis was two months away. I also found that students had a lack of knowledge of the process of applying for college, financial aid, and in seeking out programs that could help them with childcare during their college completion. One of the young mothers, who had a 4.0 grade point average, wanted to go to college, but said she did not know how she would pay for college or how she would THE IMPACT OF A PHOTOGRAPH 36 travel to and from her home because she did not have a car. These barriers are easy to overcome with the correct knowledge. Knowledge which is not being taught in this career class. This can be linked to Jackson's (1968) theory of hidden curriculum in which he identifies public school classrooms teaching specific skills that were necessary for progression through the school system, but did not strive to advance educational goals. Literature suggests that a mentorship could also have positive results for career choices and attainment. In 1990, Mount Sinai started the MOMS (Mothers of Mount Sinai) program. This program was an education and support group for pregnant and parenting teens and was primarily meant to reduce the number of additional births during the teen parents' years as well as providing job training and encouraging education. After ten years, the original thirty-one MOMS participants were surveyed and had made comparable advances in their education when compared to studies of other former teen mothers (Swedish, 2010). I believe this school would benefit from having a mentor program for this group of parenting students. Since many of the students wanted to be nurses, I believe a mentorship program could benefit just as the Mount Sinai program did. Students would be able to have first-hand experience which could be a motivator in college completion and continuation in this career. Financial Success The photographs used to symbolize this theme include pictures of expensive automobiles, luxury homes and worldwide vacations. These pictures were taken from participant's photobooks. THE IMPACT OF A PHOTOGRAPH 37 Figure 13 Figure 14 Students discussed the desire for having a nice car. Only one of the participants had their own car. Miranda stated, "I will own an Escalade" (Figure 13). Tasha said, "This mustang is my dream car, but I am not sure it's going to happen because I want more kids and I will probably have to stick with a minivan for now" (Figure 14). Students all chose pictures of their dream cars, but with Tasha's response I believe that they understand reality and are hoping to have these cars in their future. Markus (1986) discussed hoped for selves as part of the possible selves theory and is important because it functions as an incentive for future behavior and it provides an evaluative and interpretive context for the current view of self. This hoped for self is very different from their current status. I believe that with the students hope for successful careers, this automobile is the result of their chosen career attainment. As for now, they are aware of their current view while still looking at the future possibilities. THE IMPACT OF A PHOTOGRAPH 38 Figure 15 Figure 16 Figure 17 When students talked about the pictures of the homes they chose, I noticed that they believed the homes were a way of making a good life for their child. Daisy stated, "I want a big house to make a good life for my baby" (Figure 15). Alison said, "I want my kids to have a game room and stuff to do so they won't be bored all the time. I think they would probably get in more trouble and they would want to go out and do bad things if they did not have a game room. I want them to bring their friends to my house" (Figure 16). THE IMPACT OF A PHOTOGRAPH 39 These statements lead me to believe that students perceive a nice home with a happier life. This is also connected to the idea of possible selves theory because the homes are their future hopes and dreams. These homes can also be connected to financial success through career attainment. Figure 18 Figure 19THE IMPACT OF A PHOTOGRAPH 40 Figure 20 Figure 21 Figure 22 Figure 23 THE IMPACT OF A PHOTOGRAPH 41 The vacations represented students' hope for exploring other places and also to be with family. Kacey stated, "Traveling is a chance to get out and explore different cultures" (Figure 22). Patricia said, "I have family everywhere and want to see them so I want to go on a road trip to visit them" (Figure 21). All of the students hoped to take a vacation and be able to relax on a beach somewhere. This need for vacation can come from a life full of stress from caring for a baby at such a young age. It can also be a part of their hoped for successful self who can afford to take their families on expensive vacations. All of the students wanted a vacation of some sort, but some of the students were aware of specific destinations they wanted to visit. Some of the students wanted to go to Paris. One young mother wanted to visit a lighthouse. These vacations are in line with the luxury homes and cars and are representations of their hoped for futures. Parenting students hoped for future financial success can be compared to the idea Arnett (2004) discusses in the emerging adulthood period as a time when youth do not yet understand the complexities of life and as such might have unrealistic and unattainable goals for their future. Without a college education these goals will most certainly be unrealistic. Hidden Curriculum The theory of hidden curriculum was considered during the coding stage of this thesis. It is important to note that this theory was not recognized or sought out, but was found during the coding process of photographs of the classroom that students meet in during their weekly "career class". Hidden curriculum was discussed in detail in Chapter 2 and emphasized specific skills which were necessary for progression through the school system, but did not strive to advance educational goals. THE IMPACT OF A PHOTOGRAPH 42 Figure 24 I would like for you to imagine you are a high school student. You have a 4.0 GPA and are excited for the future. You enroll in a career class your senior year of high school. Upon arrival you come into the room pictured above (Figure 24) and sit down. What are your first thoughts? Each week the adolescent mothers attended a class which was titled a "career class". The picture above is a picture of the classroom where they met each Friday (Figure 24). During the coding process, this picture was coded for themes. This room has a very inviting feeling. The table is large and the students were found sitting around it often. The teachers usually sat around this table with students to educate and discuss certain academic items. When sitting at this table, I felt as if I was sitting around a dining table. The room is large and is set up with smaller work areas, each having items you would find in an average kitchen like silverware, pots and pans, and other kitchen wares. These work areas also included microwaves, stoves/ovens, cooking tools, countertops, THE IMPACT OF A PHOTOGRAPH 43 and are shaped in a "U" shape. Along the back wall are white boards, a movie screen, and sewing machine stations. There is fabric neatly placed in bins and scrap booking paper in files for students to use during class. There are various posters on the wall and children's handmade artwork around the room. I detail the items in this room in order to try and discover if there might be a "hidden curriculum" in this room. I want to make clear that I am not seeking to judge the room; I am seeking to understand how this room can possibly have an impact on students who enter the room where "career curriculum" is supposed to be taught. At the times that I visited this class, I was able to witness these students scrapbooking, sewing aprons and blankets for babies, making macaroni and cheese with hotdogs in it, and visiting with their peers. During one occasion, some of the students expressed disinterest in scrapbooking and seemed bored at the mention of it. Administrators have told me that the teacher teaches the district based curriculum for this course and students are supposed to pass each unit for a grade. One of the units was to sew an apron. I witnessed on separate occasions students cutting and sewing various pieces of the apron until they had finished the completed project. The words of Jackson (1968) came to mind during this occasion where he discussed hidden curriculum as skills that were necessary for progression through the school system, but did not strive to advance educational goals. The skill of sewing an apron in the twenty-first century has no educational advancement for these young mothers and is an insult and waste of time for the goals they are seeking for their future. Martin (1994) discusses hidden curriculum as being hidden from students, but not necessarily hidden from educators. An example of this is how the teachers sit at the THE IMPACT OF A PHOTOGRAPH 44 table with these young parenting students while teaching each curriculum unit. I cannot picture a teacher sitting in a student desk while teaching math, yet these educators bring a comfortable homey feel while sitting at the table at the heart of the room. In this regard, it is apparent that this classroom has a hidden curriculum that educators might be aware of while students may not. Students are expected to complete each unit set by district curriculum for a grade in order to complete the classroom requirements yet administrators are in no way assisting these young mothers in advancing education needed for their future career goals. The skills that are being taught and the message this classroom is sending these young mothers is not college attendance, but is preparing them for a career of "homemaker". I was a homemaker for fifteen years and would not disregard the positive impact and challenging work load homemakers deal with each day. The difference for me was that I was married with a spouse who could financially take care of our family, but for these young mothers that is not the case. If homemaking is the goal educators want for this group of students, they are setting these young mothers up for early marriage, low paying jobs, and poverty for their families. Anyon, (1980) adds that hidden curriculum can also be prevalent between students from different social classes. This theory of hidden curriculum may not only contribute to the development in the students, but would reproduce this system of relations in society. This group of parenting students are removed from main stream high schools and reassigned to an alternative high school were many are finishing up GED requirements or are unable or unwilling to attend a mainstream high school. In conducting further research of opportunities offered in other high schools in the county, I THE IMPACT OF A PHOTOGRAPH 45 found that all of the high schools offer various college introductions such as meetings with recruiters, visits to local universities, and assistance with college applications. This high school has a counselor available, but does not specifically offer equal college introductions like the other high schools in the county. I was talking to a staff member who helps these parenting students. I asked her what happens to them once they graduate from high school. Her answer was, "we help them try and find jobs, but most don't follow through". I believe they do not follow through because they want more for their lives, but they are not sure where to start. If Anyon (1980) is correct about hidden curriculum reproducing different social classes, this group of young mothers are destined to live a life of poverty. In reviewing the literature, studies also show that teens, who marry before the age of nineteen, tend to have more children early in life, are fifty percent more likely to drop out of high school, and four times less likely to graduate from college (U.S. census data, 1986; Klepinger, Lundber, & Plotnick 1999). With this statistic alone, it is easy to understand the economic impact education can have on the earning potential and quality of life for young mothers and their children. If district officials are hoping to assist these mothers they will need to replace current outdated curriculum with curriculum that will assist these young mothers into careers they are hoping for in their future. They will also need to offer students attending the alternative high school with the same college opportunities that others students in the main stream county high schools are offered. Family Photographs for this theme included pictures of participant's present families as well as hopes for their future families. Pictures of participants present families included THE IMPACT OF A PHOTOGRAPH 46 parents, children, siblings, extended family members, friends, and significant others. The following are from participants' photobooks and represent their vision of a future family. Figure 8 Figure 9 Students' annotations for these pictures state, "I want a couple of more kids" (Figure 8) and "I want a family. I want my son to have a dad in his life, a nice guy" (Figure 9). Students discussed their present families as well as their future family. The pictures above are used to describe students hoped for future family. The first thing I noticed while reviewing these photographs is their similarity to a nuclear family with a mom, dad, and two children. The figures are also smiling. This to me suggests happiness and many of the students discussed happiness in their lives. Quotations were taken from student's photo books under pictures of present family members which I was unable to print due to confidentiality. Samantha stated, "I love it when you (my baby) smile, but I love it more when I am the reason you are THE IMPACT OF A PHOTOGRAPH 47 smiling". Sariah stated, "Most of all I hope my daughter will be happy". Kendra stated, "I like to see pictures of her (my baby) smiling". During qualitative interviews I asked each student if there were any pictures they were unable to find but wanted to put in their photo books to represent their future. Sydney stated, "I just want to be happy, but I couldn't really find a picture". This last quote brought emotions of sorrow for me. I could feel the wanting for this young mother to be happy, but she may not know what true happiness looks like. All the participants discussed families as being their main source of support for future goals. One participant stated, "My mom supports me all the time and she will be there for me regardless of what I want to do". Literature discusses the importance of family support. Studies have shown that teens rely heavily on parents and family for future choices. In a study by Trusty (1996) high school seniors indicated that parents - more than teachers, counselors, or any other person - influenced career decisions. Malmberg (2005) agrees stating, "When adolescents were asked with whom they had planned their future, they ranked family members as the most frequent source of information, followed by peers, the mass media and school" (p. 711). This study had similar results. Participants discussed the importance of their present family in offering support for future goal achievement. One student stated, "My mom wants me to go to college so I am going to do that for her". Another student stated, "My mom and dad will help me". These statements along with other interview statements lead me to believe that family is very important to these young mothers in obtaining future goals. The difficulty for most of the families is lack of knowledge to assist these young mothers in gaining additional education. They lack the knowledge because they THE IMPACT OF A PHOTOGRAPH 48 themselves have not been exposed to the details of selection and enrollment into a college or university. Many of the parenting students would be first generation college students, meaning they would be the first in their families to attend or complete a college education. Even if the family is supportive of their student attending college, they are unable to provide direction because of their lack of knowledge. Conclusion In a study by SmithBattle (1995), young mothers viewed having children as a positive life event that gave them hope and moved them toward a more productive future. All participants that were interviewed for my study expressed this same outlook. Most had already dropped out of high school or were failing before they found out they were pregnant. The pregnancy was the deciding factor to re-enroll and complete high school. One participant stated, "My daughter is my reason to keep trying". All participants understood that their children were the reason they were making these choices. One participant stated, "Like when I make a decision, I have to think how it will affect her (my baby) and both of us". They would agree with the statement in a study by Spears (2004), where one adolescent mother stated, "Havin' a baby, isn't a nightmare, but it's really hard" (p. 120). These young mothers love their children. Their children are the most important thing to them. They get up every day and go to school, study, and go to work to continually better themselves to offer their children a better future. After gaining an understanding of how adolescent mothers envision themselves transitioning toward adulthood, I can see that there are gaps between what educators want students to learn and what the students want to learn. These mothers want careers which require college completion. I believe that if these students had the opportunity to engage THE IMPACT OF A PHOTOGRAPH 49 in college preparation they would be more likely to attend college. I believe it is crucial for school administrators to help these young mothers access higher education. They need to be able to visit various college campuses. They need to fill out applications, apply for financial aid, and seek places that can provide childcare while they attend classes. Imagine the impact one young mother could have on the future of her family for generations if she was a college graduate. The possibilities could be endless. THE IMPACT OF A PHOTOGRAPH 50 Chapter 5 I am proud to say I am a mother of two wonderful young men. I was a homemaker for fifteen years before I realized that I would not be able to support my family unless I had a college education. I believe in the role of mothers and the responsibility they have in raising their children. I also believe that in order for these young mothers to break the stigma of poverty and welfare they will need to gain college achievement. Since researching this topic, I have a better understanding of how adolescent mothers envision themselves transitioning into adulthood. The difficulty with this knowledge is helping them reach the goals they have set for themselves during this transitioning period while incorporating school set curriculum. Limitations Limitations for this project included lack of time spent with the adolescent mothers. I felt this limited my knowledge of their true selves, including their present lives and family situations. Some of the adolescent mothers portrayed their family life during the qualitative interview section, but many did not identify the entire picture of their past or present selves. Another limitation was the small sample size. Due to time constraints for project completion, I was only able to work with thirteen adolescent mothers. Another limitation comes from lack of understanding the current high school curriculum offered to the young mothers. Without a broader picture of in-depth curriculum, I was only able to collect and interpret data from personal interaction with the students and teachers. I was also able to visit the county school district website to THE IMPACT OF A PHOTOGRAPH 51 distinguish what other high schools in the area offer for students for future transitions toward adulthood. Policy Implications and Recommendations The findings of this study showed most of the adolescent mothers wanted careers for the future that would require college completion. During a group interview with these young mothers, I found that two-thirds of the students wanted to continue on to college right after high school completion. One-third of the students wanted to wait a few years before beginning college. When the students were asked which college they had chosen to go to, none of the students raised their hand. When students were asked what the next step would be in continuing on to college, none of the students raised their hand. This leads me to believe that the students are lacking development in college attainment choices. While researching other high school websites in the county, I found that all the high schools, except the high school these young mothers attended, had links to each college in the state. They also offered financial aid links, presentations for college preparedness, and college tour signups. College tours were being offered at $6.00 a student at one of the high schools in the district and provided transportation to and from the high school to major universities within the state. My hope would be to further investigate policy expansion for offering these same types of programs for students who attend this alternative high school. Young mothers are currently introduced to the technical college in the area and some of the students are completing programs in cosmetology and CNA. For these young mothers to reach their future dreams, it is imperative that they are introduced to a broader base of colleges and universities in the THE IMPACT OF A PHOTOGRAPH 52 area. At the very least, they should be offered the same opportunities as other students in the county. Additional resources must be in place by school administrators in order to assist these young mothers in selection and enrollment as well as discuss other barriers that each student might have that would keep the student from completing the desired college education. Hopefully schools can work closely with parents or other important family members in gaining the power needed for these young mothers to succeed in life and the goals that they want to achieve. Future Research After completing this project, I wondered how non-parenting teens envision themselves transitioning toward adulthood. Would they have similarities? Would the female youth have more similarities than the male youth? Is there a hidden curriculum in other high school courses? These are all things I wish I could answer, but were not able to do for this thesis. In this day and age college competitiveness is tightening. More and more is expected of our youth in gaining top paying careers. I believe it is imperative for schools to evaluate their position in a student's quest for future goal attainment. Learning objectives Much literature exists concerning experiences associated with early motherhood and the implications on decisions and actions for the future (Smith, 2004). Transitioning to adulthood can be a complicated time period for adolescents. I believe through the use of Photo Voice, this population was given a voice concerning their transitioning period for the next ten years. With this information, school curriculum might need to be enhanced in order to assist these adolescent mothers in attaining these future goals. THE IMPACT OF A PHOTOGRAPH 53 In my own transition from adolescence to adulthood, I chose to delay higher education until after my kids were grown. As I continued through my college career, I realized that I would need to develop a deeper understanding of leadership skills and abilities in order to achieve my career goals and felt that this graduate program incorporated all of the skills necessary for my advancement. In doing this research project, I felt I would gain a better understanding of youth, in particular adolescent mothers. I am an advocate for education and motherhood. This project encompasses both of these passions.THE IMPACT OF A PHOTOGRAPH 54 References Anyon, J. (1980). Social Class and the Hidden Curriculum of Work. Journal of Education,162(1). Aquilino, S., Kienzl, G., & National Center for Education Statistics (ED), W. C. (2005). Postsecondary Participation Rates by Sex and Race/Ethnicity: 1974- 2003. Issue Brief. NCES 2005-028. 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Relationship of Parental Involvement in Teens' Career Development to Teens' Attitudes, Perceptions, and Behavior. Journal Of Research And Development In Education, 30(1), 63-69. U.S. Census Bureau. 1986. "1980 Census of Population and Housing: History." U.S. Department of Commerce, Bureau of the Census, Washington, DC. United States Department of Labor. (2010). Retrieved from http://dol.gov U.S. Bureau of Labor Statistics. (n.d.). Retrieved from http://bls.gov U.S. Department of Education. (n.d.). Retrieved from http://ed.gov Wang, C. C. (2005). Youth Participation in Photovoice as a Strategy for Community Change. Journal Of Community Practice, 14(1/2), 147-161.THE IMPACT OF A PHOTOGRAPH 58 Wang, C., & Burris, M. (1997). Photovoice: Concept, Methodology, And Use For Participatory Needs Assessment. Health Education & Behavior, 369-387.THE IMPACT OF A PHOTOGRAPH 59 Appendix A Individual interview questions: Script - I appreciate you coming and participating in this interview today. I want to let you know that this interview will be recorded and will only be used for this project. 1. Can you tell me what a normal day is like for you? 2. Can you tell me about some of the pictures that you took? 3. When you mention you want a family what do you mean by that? Do you have a family now? Can you tell me more about that? 4. Why did you choose some of these things to be in your life? 5. So which pictures are your favorites? Can you tell me why they are your favorites? What do they mean to you for your future? 6. Do you feel like your vision for your future has changed since having your baby? 7. Are their people in your life right now that are helping you to reach some of these goals? In what ways are they helping you? 8. Can you tell me if there is anything or anyone that you don't have in your life currently that might help you reach some of your future goals? 9. Do you have any other hopes for your future that you were unable to get a picture of? 10. What are some of the reasons you chose to take these specific pictures? 11. Can you tell me about anyone who has influenced your choices for your future?THE IMPACT OF A PHOTOGRAPH 60 Appendix B Questions for group discussion 1. What have you learned about yourself after looking at the pictures you have taken? 2. Can you tell me something you liked about this study? 3. What would you change about this study? 4. Is there anything you did not like? 5. Would you want others to do this same study in the future? Why? 6. What have you learned about yourself that you did not know before? 7. What help could you use in reaching some of your goals? 8. How many of you want to go to college immediately after graduation? 9. How many of you know which college you want to go to? 10. How many of you know how to fill out a college application?THE IMPACT OF A PHOTOGRAPH 61 Appendix C: IRB Approval Form Westminster College Institutional Review Board (IRB) For the Protection of Human Subjects Form F IRB Approval Notification Form Principal Investigator: Jamie Joanou Co-Investigators: Susanna Lindeman Title: The Impact of a Photograph □ Approved □ Approved with conditions _ □ Disapproved Comments: 1. You are required to immediately report any adverse reactions or complications of the project to the Institutional Review Board. 2. There may be no change or addition to the project, or changes of the investigators involved, without prior approval of the Institutional Review Board. 3. If applicable, the attached consent statement has been approved by the IRB. Please copy this document and use for all subjects entered into this study. _____________ Chairperson, Institutional Review Board DateTHE IMPACT OF A PHOTOGRAPH 62 Appendix D: Consent Form Westminster College Institutional Review Board (IRB) For the Protection of Human Subjects Form D Parent/Guardian Permission Form Research Involving Minors (under age 18) Before agreeing to participate in this study, it is important that the following explanation of the proposed procedures be read and understood. It describes the purpose, procedures, benefits and risks of the study. It also describes alternative procedures available and the right to withdraw from the study at any time. It is important to understand that no guarantee or assurance can be made as to the results. It is also understood that refusal to participate in this study will not result in negative consequences for you or your child. Your child is being asked to participate in a research study, the purpose of which is gain an understanding of how adolescent mothers envision their future for the next ten years. The study procedure(s) have been identified as use of Photo voice and the making of a personal photo book for each student to keep regarding their hopes for their next ten years of life. The duration of the study is expected to be ten weeks. You will be notified of any significant variance from the stated duration of the study. Possible benefits that your child might realize from participation in this study have been identified as a better understanding of their future goals and aspirations for their next ten years. Projects for which possible side effects/risks have been identified, including psychological side effects: The potential side effects/risks associated with the study have been identified as emotional difficulties from interviews that might bring up emotional distress. In the event that your child is affected by these side effects/risks, the following remedies are available: School counselors and social workers are on hand if any emotional trauma may occur. Some side effects/risks may be unforeseeable. Your child's participation in this study is entirely voluntary, and he/she may withdraw from the study any time he/she wishes. The contact person, should your child wish to withdraw from the study or should you or your child have questions about the study, is: Jamie Joanou 801-832-2405 Principal Investigator's name Phone: If you have any questions regarding your child's rights as a research participant, please contact: Robert Shaw 801-832-2474 Chair of IRB Phone: All personally identifiable study data will be kept confidential. However, the results of this study may be made available to you upon request or used in formal publications or presentations. If the risks and benefits associated with this study have been explained to your satisfaction, as well as your child's rights as a research participant, and you wish to allow your child to participate, please sign and date this form where indicated. You will be provided a copy of this form for your records.THE IMPACT OF A PHOTOGRAPH 63 Signature of Parent/Guardian Date Signature of Witness Date Signature of Primary Investigator Date Westminster College Institutional Review Board (IRB) For the Protection of Human Subjects Form E Assent Form for Minors (Attach statement of what is said to subjects about the research, including signature lines for the witness and investigator) You have been asked to participate in a research study called: ___________________________________________________________________. The study has been explained to you by: ___________________________________. You don't have to participate if you don't want to, and you can quit at any time. All of your information will be kept private. If you want to participate, please sign your name below and write the date next to your name. Signature of Participant Date Signature of Witness Date Signature of Investigator Date