Abstract
Quality education plays a pivotal role in a young person’s life as it has a direct impact on the probability of a young person firstly getting a job and secondly on their earning potential once they have a job. In South Africa, young people in care (YPIC) are considered the most vulnerable population and therefore various researchers have highlighted the importance of utilising this time in care effectively to adequately prepare young people for transitioning out of care. This study presents qualitative findings exploring the educational possible selves of YPIC in Gauteng South Africa. The study aimed to explore the APSs of YPIC, to determine if completing school forms part of their hoped-for possible selves. A qualitative research design was followed, this design was utilised to gain a deeper understanding of the world as constructed by the young people participating in the study. A phenomenological approach was chosen to better understand the academic possible selves of young people in care. Five young people who have been residing in child and youth care centres (CYCC) in Gauteng Johannesburg were purposefully sampled for the study. The study made use of thematic analysis of the data that was collected through semi-structured interviews making use of the River of Life drawing and Possible Me Tree exercise. The theoretical lens that was utilised was the theory of possible selves, the paper explored the educational possible selves of young people at three future points in their life, after completing their June exams, after completing school and three years after leaving school. The young people participating in the study held positive future positive selves and held a future aspiration in mind that they identified and hoped to work towards. Working hard in school emerged as an important part of their journey, while subject choice stood out as an obstacle in their way. The young people identified the importance of having meaningful relationships with a mentor in the field as pivotal. Throughout the study, it became apparent that the young people had a strong desire to give back to the community as they felt that they had received assistance from various sources along the way. The young people felt that job shadowing, and mentorship programmes could assist them in their careers. Tangible and emotional support from the child and youth care centre, family and school stood out as very important to the participants. The young people all voiced a fear relating to rejection which translated into their feared possible selves. The study contributes to the body of literature that contributes to research focusing on the educational attainment of YPIC, current literature focusses on what happens to care leavers, while this study aimed to understand the educational expectations that young people hold while in care...
M.A. (Socialis Scientiae)