The School-Based Family

Teachers as Parental Figures for Orphans and Vulnerable Children in Ugandan Schools

Bibliographic Data

ID11220005
AuthorsStacy T Taniguchi (Brigham Young University, corresponding author), Stacy Taniguchi (Brigham Young University), Angela Warren (0000-0001-6130-361X, Brigham Young University), Steve Hite (Brigham Young University), Mark A Widmer (0000-0002-3164-0313, Brigham Young University), Mark Widmer (Brigham Young University), Ramon B Zabriskie (0009-0006-7773-7301, Brigham Young University), Yusef Nsubuga (Department Primary & Secondary Education, Ministry of Education, Uganda, Africa), Christopher Mugimu (Department of Education, Makarere University, Kampala, Uganda, Africa), Christopher B Mugimu (0009-0002-6320-8311, Makerere University)
Year2019
Volume55
Issue2
Pages152-176
Publication date2019-02-17
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMarriage & Family Review (JOURNAL)
Journal identifiersISSN: 0149-4929 • E-ISSN: 1540-9635
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01494929.2018.1458006
OpenAlexW2801933478
LanguageEN
Citations received1
References cited19

The purpose of this study was to examine the possible formation of surrogate families within Ugandan schools, especially among orphans who lack positive development opportunities typically provided by parents. This qualitative study sample of 66 Ugandan secondary school students were selected from eight schools in the Mukono district of Uganda. Findings suggest a potentially widespread family formation pattern between students and their teachers. More than 75% of students interviewed self-identified their teacher as family. Some teachers were able to offer orphans and vulnerable children positive developmental assets and were, therefore, identified as family

Developmental psychology · Qualitative research · Sample (material · Social science · Sociology · Early Childhood Education and Development · Parental Involvement in Education · Poverty, Education, and Child Welfare · Psychology