Psychosocial and Educational Experiences of Students from Potter Family at Primary Schools; Soro Woreda in Focus
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Date
2015-06
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Addis Ababa University
Abstract
The major purpose of this study was to investigate the psychosocial experiences and educational
challenges of students from potter family and assesse the existed support system at primary
schools of Soro woreda, Hadiya zone. Qualitative case study research design was employed. Six
students from potter family, six teachers, three school directors, two supervisors and head of
woreda education office participated in this study. They were selected using purposeful sampling
technique. Data were obtained through semi-structure interview, observation and Focus Group
Discussion. The data were analyzed based on thematic data analysis technique. The findings
revealed that the traditional harmful practice of social discrimination and looking down potter
family was still vivid. Hence, students from potter family were despised and undermined by their
schoolmates from non-potter family. As a result, lack of self-confidence, frustration, and feeling
of inferiority, feeling of hopelessness and worthlessness, and depression were manifested in the
everyday lives of the students from potter family. In addition, continuous social stigma and
exclusion had made their life bitter, sorrowful and full of intimidation. Some students from potter
family had dropped of school. Aside from their psychosocial pain, students from potter family
faced economic problems including lack of getting enough food and school materials. Moreover,
they have educational problems related to child work and labor, low parent‘s education and
perception, poor teacher- student interaction and lack of adequate social support which
ultimately lead to the difficult situation. The study concluded that, students from potter group are
surrounded by many alarming circumstances that made their schooling at risk. The implication
was made
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Psychosocial and Educational Experiences