Abstract
Polygyny, a prevalent form of polygamy, involves a man having multiple wives and is legally recognised in several African countries, including South Africa. Historically, it has been practised for various cultural, religious, and economic reasons, with polygynous families often experiencing complex dynamics. The aim of the research was to investigate the perceptions of school leavers from polygynous families on the role of polygyny in their academic performance. Additionally, it sought to explore the advantages and disadvantages of this family structure concerning academic outcomes, and to examine if any children's rights were violated when growing up in a polygynous family. The study used a qualitative approach to delve into the personal and contextual experiences of children who had grown up in polygynous families. An interpretive paradigm and a multiple phenomenological design were used. A purposive sampling method was employed. Four participants (three males and one female). who had grown up in polygynous families and had completed their matric, took part. Data was collected through semi-structured individual interviews. These qualitative methods were chosen to capture in-depth perspectives on family dynamics and educational performance. The data was analysed using thematic data analysis. The findings revealed that children from polygynous families often face emotional instability, lack of parental support, financial constraints and the violation of children's rights, all of which significantly hinder their academic success.
Key words: Educational performance, family structure, polygamy, polygyny, school leavers