"De-marginalizing" educational marginalization: The readmission policy in Malawi

• In Event: Holistic approaches to girls’ schooling and schooling across the life cycle

Proposal

Marginalization is defined as a form of acute and persistent disadvantage rooted in underlying social inequalities (EFA, 2010). Recent global health and economic challenges have contributed to the continued marginalization of girls in education (Bao, 2020). The government of Malawi introduced Free Primary Education (FPE) to increase both boys' and girls' access to education. Student enrollment increased, but retention became a concern as most girls dropped out of school before finishing standard eight, which is the final class of primary school (Gondwe, 2016). Dropout rates have generally been higher for girls than boys despite introducing different projects and programs to improve retention and increase girls' participation in education (Kaufman, 2001). Many girls drop out of school due to teenage pregnancy and early marriage (Plan, 2012). Sanga (2016) estimates that 40% of girls school dropouts are due to pregnancy. Adolescent pregnancy is problematic and contributes to the marginalization of girls in education as many girls drop out of school, negatively affecting gender parity and school completion rates (Mbugua, 2013; National Girls Education Strategy, 2011).

Previously, girls who got pregnant were expelled and had no chance of ever finishing school (DFID, 1995). This creates an educational disadvantage for girls as most of them do not finish school while boys who get girls pregnant stay in school (Samati, 2013; Wolf, 1999). The 1993 Malawi girls' readmission policy was a response to the problems regarding young mothers' efforts to return to school after pregnancy (Wolf, 1995). It advocated for the re-enrollment of girls who had become pregnant while still in school. However, many girls never return to school once they drop out, and most of those who get readmitted eventually drop out of school for good (Theron & Dunn, 2006).

Methodologically, the study is qualitative phenomenological study that examines the situation of readmitted schoolgirls and their experiences once they return to school, focusing on the school environment and how it affects them. Other studies on readmission have focused on the policy implementation process (Silver, 2019), the support provided to readmitted girls (Kapasule & Kumar,2020), and factors that drive student experience (Chinkondenji, 2022). This study aimed to provide insights into the experiences of schoolgirls who get readmitted to schools to highlight the conditions that girls face when they get readmitted and interventions that can help them stay and finish their education.

This study used an inclusive education framework and marginalization theory to highlight the in-school experiences of girls who re-enroll in school after pregnancy and giving birth. Environmental inputs influence whether students who get readmitted to school stay in school or drop out (Samati, 2013). Teenage pregnancy is regarded as immoral in many Malawian societies and those who get pregnant experience social exclusion, which devastates their education and day-to-day life. This study conceptualized 'marginalization' in two different contexts where girls experience social exclusion and recognize themselves as 'marginalized.' The second context is where girls experience marginalization but do not recognize that they are being 'marginalized.' Marginalization in both these contexts leads to social disadvantages for many girls perpetuating poverty cycles.

The study used a phenomenological design to describe phenomena through participants' lived experiences. As stated by Lester (1999), "The purpose of the Phenomenological approach is to illuminate the specific phenomena through how the actors in a situation perceive them" (p.1). The phenomena, in this case, are the in-school experiences of five readmitted schoolgirls represented from the perspective of the research participants. The participants got sampled using purposive sampling, and data were collected using in-depth interviews. The researcher employed descriptive and structural questioning to examine the situation of readmitted girls regarding their schooling experiences and how it affects them. The questions also focused on the students’ perceptions of readmission and their re-entry into school.

The researcher placed the emerging themes into two main categories of positive and negative student experiences. Positive experiences included making new friends, teachers' acknowledgment of their efforts in class about their class performance and being back in the classroom. Negative experiences comprised the challenges they faced as they navigated the school environment. These included continued stigma and discrimination, especially among peers and the school community, friendship breakdown, low performance, and inability to concentrate fully on school. There was also a lack of access to any form of governmental or non-governmental support, making it hard for them to stay in school when their child had no food.

The findings suggest that girls who go back to school face many more negative than positive experiences, which results in further dropouts. For any policy to be effective, it is crucial to observe the environmental factors and people's responses to their surroundings as the behavior does not occur in a vacuum (Taylor, 2004). Environmental factors and cognitive factors are of importance as they are conditions that result in problematic or good behavior (Ayers, 1999).
Continued experience of stigma pressures girls to drop out after readmission, which is why most girls do not go back to their old school as they choose to re-enter the school system at different institutions. A school that proves to be more welcoming to adolescent mothers enables the students to immerse themselves wholly in the school activities. Factors such as the classroom setting, teacher attitude, and peer relationships can affect students' school experience, so they should be considered when planning for a student's return to school on readmission. Schools' policy development and implementation must accompany the development of inclusive learning environments to help students thrive and concentrate on their education.

Author

• Mirriam Banda, University of Massachusetts Amherst