Abstract
M.Ed. (Educational Psychology)
To overcome the effects of socioeconomic barriers on education, many independent schools offer financial aid in the way of scholarships and bursaries. This financial aid is intended to offer access to quality education for underprivileged youth; however, positive school experiences rely on more than just physical access. Surrounded by affluent peers, these underprivileged learners are frequently required to cross multiple worlds between home and school. This dissertation aimed to explore the psychosocial experiences of underprivileged adolescent girls. Through this discussion on Erikson’s psychosocial theory of development, Bronfenbrenner’s Ecosystemic Model, gender differences in development, as well as the Students Multiple Worlds Model, an understanding is created of how moving between worlds of affluence and poverty may influence the identity formation of the female adolescent learner. This phenomenological study was conducted using the qualitative, interpretative method of interpretative phenomenological analysis (IPA). Using a series of three individual, unstructured interviews with each participant, information was gathered that provided insight into the psychosocial experiences of each of these girls. Findings were largely focused on areas of cultural identity, value formation, feelings of belonging, social comparison and feelings of support. These findings contribute to the functioning of bursary programmes and will assist in maintaining the wellbeing of learners in similar circumstances.