Research Study
Problem Statement
Studies have shown that teenage pregnancy results in lower academic achievement
(Cherry & Dillion, 2013), which leads to some students dropping out of school and not receiving
their high school diploma. One-third of teen mothers allude to teen pregnancy or parenthood as
the reason they dropped out of high school (Shuger, 2012). Additionally, Hanson, McMahon,
Griese, and Kenyon (2014) report that teenage parents that dropout of school experience
unfavorable consequences such as poverty and unemployment.
In Washington, D.C., school social workers are responsible for providing clinical services
to students, in an effort to assist them with navigating psychosocial barriers that prevent them
from graduating. As a former school social worker in Washington, D.C., I observed firsthand the
impact teenage pregnancy has on high school graduation. In less than a year and a half, 13% of
the student body dropped out of school prior to earning their diploma due to becoming a teen
parent. To this point, there continues to be a gap in services as it relates to supporting teenage
parents in their pursuit of their high school diploma. Due to this gap in services, I would like to
assess challenges school social workers face when working with teen parents as they pursue their
high school diploma.
Theoretical Perspective
To better understand this issue, I propose using ecological systems theory to understand
from school social workers how teenage pregnancy impacts high school graduation. Ecological
systems theory suggests environmental systems influence human development and behaviors
(Bronfenbrenner, 1994). When applied to this issue, ecological systems
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theory supports the notion that the environment influences teen parents and their decision to
drop out of school or receive their diploma. Disruptive environments may lead to teen parents
dropping out of school, whereas, positive and supportive environments may result in them
graduating (Leonard, 2011). In essence, ecological systems theory suggests considering the
environment (Burns, Warmbold-Brann, & Zaslofsky, 2015) when attempting to understand high
school graduation rates among teen parents. Utilizing this theory will allow me to understand
from school social workers’ perspectives, environmental challenges or influences that impact
teenage pregnancy and high school graduation rates.
Overview of the Methodology
Action research with a qualitative component will be the methodology used to understand
teenage pregnancy and the barriers school social workers face when providing services to teen
parents in Washington, D.C. I propose to use focus groups to interview high school social
workers in Washington, D.C. about their experiences related to the role teenage pregnancy plays
in high school graduation rates.
The focus group will consist of approximately 6-10 school social workers. The
Washington, D.C. Public Charter School directory will be used to obtain contact information for
10 school social workers located in 10 different high schools. Phone calls, email, and networking
will be used to communicate with potential participants. An introductory email will be sent to
potential participants explaining the project, followed by a follow-up call to those that express an
interest or agree to voluntarily participate. For those that cannot be reached by email, phone calls
will be placed to their school contact number in order to introduce myself and discuss the project
and their interest. Additionally, as a former school social worker, I will use my network to gain
access to potential participants. Once the participants are selected, I will follow the protocol as it
DSW Doctoral Research Project Premise Guide, June 2016 13
relates to obtaining participant’s informed consent, which ensures they understand the scope of
the project (Bradburn, Sudman, & Wansink, 2004).
DSW Doctoral Research Project Premise Guide, June 2016 14
References
Bradburn, N., Sudman, S., & Wansink, B. (2004). Asking questions: The definitive guide to
questionnaire design—For market research, political polls, and social and health
questionnaires (Revised edition). San Francisco, CA: Jossey-Bass.
Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the
development of children, 2, 37-43.
Burns, M. K., Warmbold-Brann, K., & Zaslofsky, A. F. (2015). Ecological Systems Theory in
School Psychology Review. School Psychology Review, 44(3), 249-261.
Centers for Disease Control and Prevention. (2016). Teenage Pregnancy. Retrieved from
http://www.cdc.gov/teenpregnancy/about/index.htm
Cherry, A., & Dillon, M. (2013). Teenage pregnancy. Oxford Bibliographies Online:
Childhood Studies. doi: 10.1093/obo/9780199791231-0111
Child Trends. (2014). “What if” you earned a diploma and delayed parenthood?:
Intergenerational simulations of delayed childbearing and increased education.
Retrieved from http://www.childtrends.org/wp-content/uploads/2014/06/2014-
27DelayedParenthood.pdf
Hanson, J. D., McMahon, T. R., Griese, E. R., & Kenyon, D. B. (2014). Understanding
gender roles in teen pregnancy prevention among American Indian
youth. American Journal of Health Behavior, 38(6), 807-815.
doi:10.5993/AJHB.38.6.2
Leonard, J. (2011). Using Bronfenbrenner’s ecological theory to understand community
partnerships: A historical case study of one urban high school. Urban Education,
0042085911400337.
DSW Doctoral Research Project Premise Guide, June 2016 15
McLeod, S. A. (2016). Bandura – Social Learning Theory. Retrieved from
www.simplypsychology.org/bandura.html
Shuger, L. (2012). Teen Pregnancy and High School Dropout: What Communities are Doing to
Address These Issues. Washington, DC: The National Campaign to Prevent Teen and
Unplanned Pregnancy and America’s Promise Alliance.
