The purpose of this dissertation is to explore the experiences and perceptions of female dropouts in Botswana and the role of education in their lives. All over the world, educators have struggled with the problem of students dropping out of school before they complete their program of study. Prior literature suggests that there are many factors involved in causing students to drop out including weak academic study skills which prevent students from proceeding to the next level. Making little headway, these students often become discouraged about the prospects of graduating and drop out of school. Some face social challenges such as becoming pregnant, encountering impersonal schools, or living under non-conducive conditions at home. It seems that this misfortune befalls the female child more often than her male counterpart. Though young drop outs are a problem throughout the world, this study focuses on a section of a city in Botswana where there are very few opportunities or institutions concerned with preventing young dropouts. Moreover, there is little available to assist female dropouts with continuing their studies.
For my research I used the case study and portraiture methods along with interviews, observations, and analyzing documents for a deeper understanding of the experiences of those young women I encountered. Once my research was complete I interpreted the data to search for recurring and emerging themes.
I also used the case study method to better understand the school as an organization. I observed daily activities focusing on those that contributed to retaining or pushing the female students out of the education system. My study established the challenges that female students face in school and at home.
The study revealed limited communication between the young women who dropped out and their parents; the transference of responsibility of child rearing practices to the teachers; cultural factors such as early marriages, intergenerational relationships with older men defiling young women; and the culture of secrecy concerning issues of sexuality. I also observed the extend peer pressure played.
My conclusions indicate many positive strategies for retention for policy makers, the government, schools, the Ministry of Education, and the Botswana society. Due to the ambivalence around the responsibility of child rearing practice teacher training programs need to change.