Terrorism and Parents' Experience of Children's schooling in Nigeria: A Phenomenological Study.

• Main Author: Urien, James Ovu
• Format: Others
• Language: en
• Published: ScholarWorks 2017
• Subjects: Displaced parents; phenomenological study; Prospect theory; School decision-making; Teenage girls; Terrorism; Educational Psychology; Public Administration; Quantitative Psychology
• Online Access: https://scholarworks.waldenu.edu/dissertations/4571; https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=5675&context=dissertations

In Nigeria, displaced non-Muslim parents living in refugee camps face difficult decisions regarding the schooling of their teenage daughters, who are potential targets of Boko Haram terrorist activities. The purpose of this interpretative phenomenological analysis (IPA) was to qualitatively explore a deeper understanding of the lived experience of displaced non-Muslim parents in Nigeria concerning the schooling of their teenage daughters. Prospect theory provided a theoretical foundation for the study. The theory holds that decision-making is based on the perceived value of gains and losses under risk conditions, rather than solely the perceived final outcome of the risk. The research questions explored how the experience of terrorism affected parents' school-related decision-making, perceptions of the schooling environment and value of education, and risk-taking attitudes. Data were collected through semistructured interviews held with 12 participants from 2 refugee camps. The data were then analyzed using the steps recommended in IPA. Identified themes included parents' experience of trauma, their concern about the vulnerability of their school-going children, and their support for their daughters' education. The findings produced a deeper understanding of the psychological implications of terrorist activities for the families, as well as their perception of the educational needs of teenage girls. Recommendations include providing governmental and nongovernmental support for affected parents and teenage girls. Contributions to positive social change include developing advocacy and resources in support of displaced parents and schools for improving the educational status of teenage girls in Nigeria.