Dr. Stacy Taniguchi, Department of Recreation Management and Youth Leadership

The purpose of this study was to qualitatively examine the possible formation of surrogate families within Ugandan schools to potentially provide a context for positive development experiences, especially for orphans who lack positive development opportunities provided by parents. The sample for this study consisted of 66 Ugandan Secondary School students from eight schools the Mukono district of Uganda. In 1994, the United Nations declared families are the basic unit of society and require special attention (Bowen & McKechnie, 2001). However, the failure of the biological family is seen on a mass scale in Uganda due in large part to the devastating effects of HIV/AIDS. Literature addressing possible avenues for alternative non- biological family formation for the millions of orphans who have suffered the irreplaceable loss of a parent, however, is sparse (Baer, 2002; Lansford, Ceballo, Abbey, & Stewart, 2001). This research aims to fill this gap in the literature. It is important for readers from Western countries to substitute biological conceptions of the family with the culturally fluid nature of family in Uganda. Researchers allowed subjects to define family according to the people they considered family and did not limit family boundaries to strictly biological relationships. Researchers hypothesized surrogate families were being formed between students and their teachers/coaches. Researchers also hypothesized a greater identification of teachers and coaches as family among orphans who had lost both their parents.

Results

The results validated both hypotheses. The data showed a potentially widespread family formation pattern between students and their teachers/coaches. More than 75% of the students self-identified their teacher and/or coach as family. One of the students interviewed for this research was Lutalo Ndagire. He is one of approximately 2.7 million orphans in Uganda (UNICEF, 2009). Lutalo lost both his mother and father. Now he sees his teachers as family:
“I am coming from a very poor family, because now I don’t have the mum, I don’t have the father. Sincerely when I talk, I feel like even tears coming out from my eyes cause the situation I am living even when I go back home. The situation I am living is miserable… The teachers, I consider them to be like family cause when I am at school with the teachers, I take the teachers like a picture, cause when I look at them I recall the mum who passed away, and the father. So I need them to be in a family cause when I am not at home they act as my parents. They give me that piece of advice. I feel like when I am at home.”

The data clearly showed students were identifying their teachers and coaches as family. The researchers then examined the data to uncover the specific traits coaches and teachers posses that render them family to their students. The reasons given by students about why they define teachers and coaches as family demonstrated a clear overlap with the widely cited Search Institute’s list of 40 developmental assets (Benson, 1997). Teachers and coaches were able to offer the student positive development assets and were therefore identified as family. The list of 40 developmental assets was researched and produced in the United States of America. Yet this study found evidence of at least 12 developmental assets provided by coaches and teachers to Ugandan youth. This study therefore established some generalizability of developmental assets across cultures. The three most common reasons students viewed their teachers and coaches as family were identified. Interestingly, the same three qualities were found to be prominent for both the teacher and coach. The three traits are:

1. Ability to Coach/Teach: Teachers/coaches ability to teach/coach the student/athlete in order to help them reach their full potential.
2. Mentoring Skills: Teachers/Coaches act as mentors. Students receive guidance and advice.
3. Caring Nature: Teachers/Coaches care, encourage and support students.

Beyond enhancing the generalization of assets across cultures, this research proposes the addition of financial resources in the form of the availability of school-fees as a pertinent asset in the lives of youth who are from an economic environment vastly different than American youth. This research adds a vital element to the list of 40 developmental assets applicable to youth from developing countries. This research explains a practical approach to fulfill the vision statement of the National Orphans and other Vulnerable Children’s Policy (2004):“The vision of the policy is a society where all orphans and other vulnerable children live to their full potential and their rights and aspirations are fulfilled” (p.7). The growth of the school-based family concept can help children reach their full potential, creating productive citizens with benefits for the economy of Uganda.

This study examined the student-teacher relationship from the perspective of the student. The reciprocal relationship effects – cost or benefits, of the student-teacher relationship to the teacher deserves further study. In addition, longitudinal research is needed to ascertain whether the surrogate family helps reduce the vulnerability of orphaned students leading to positive development outcomes as the adolescent enters adulthood. Further research is needed to examine practical ways to provide orphans with stable financial resources. The prospect of friends and teammates forming family-type bonds within schools holds potential but needs further research. Other family type relationships deserving further explanation exist between the students and prefects (student elected leaders) and/or headmasters. Religion was mentioned by more than half the students (n=35) times although no interview questions directly addressed the issue. Ultimately, future research should attempt to enhance the understanding of the principals and practices leading to an increase in school-based surrogate family formation.

The nature of field-research in a different culture necessitated minor changes in the data collection process. Many potential issues were negated by conducting a pilot study with Ugandan students at BYU, logically thinking through any potential issues and developing a protocol to deal with these issues, Researchers also found it helpful to consult Ugandan students at BYU,
and Ugandans working in the education field prior to starting data collection.

An abstract was submitted on January 10th 2012 to the NRPA (National Recreation and Park Association) Congress and Exposition to be held in Anaheim, California from October 16-18. Researchers are waiting to hear if this study has been accepted for presentation. This study was conducted by graduate student, Angela Wagner’s thesis study. At this stage Angela has submitted her first draft to her committee chair for review. Angela will defend her thesis in April, and plans to graduate in June 2012. After defending the thesis Angela plans to submit her research for publication in one of field’s most recognized journals, Journal of Leisure Research (JLR).

Participating Students

Caroline Mugimu (Undergraduate); Caleb Baldwin (Undergraduate); Angela Wagner (Graduate)’

Evaluation of Academic Objectives

Undergraduate students Caroline Mugimu and Caleb Baldwin worked with faculty mentors and the graduate student. They received an unprecedented experience in all aspects of an academic study. The students were fully involved in the logistical planning, data collection, onsite data- analysis and voice transcriptions. This experience was invaluable to the students, as they both aim to pursue masters programs. With these learning opportunities and resume building experience it is accurate to ascertain that the undergraduates involved in this project will have a definitive lead not only in the scholarship application process but also in their chosen career paths. This research experience offered undergraduate’s a unique opportunity to conduct field research in a 3rd world environment. The undergraduates gained self-confidence in their own planning and execution abilities as they contributed to the study until its final completion. These undergraduates had the opportunity to create long-term professional relationships with Brigham Young University professors as well as Ugandan scholars and government officials.

Graduate student (Angela Wagner) together with the help of the undergraduate students, realized her goal of creating a solutions based study that can make a sustainable difference in the lives of underprivileged children. This project gave Angela an introduction into the process of producing a professional research article. The publication of Angela’s thesis will contribute to the stellar publication reputation associated with this University.

Mentoring Environment

The mentoring environment was very intensive in nature, as students and faculty spent three weeks in Uganda. Students participated in a daily research meeting where any concerns related to research and data collection were clarified. Students had ample opportunity to seek advice from two experienced faculty members.

Expenditures

References

• Baer, J. (2002). Is family cohesion a risk or protective factor during adolescent development? Journal of Marriage and Family, 64(3), 668-675.
• Benson, P.L. (1997). All kids are our kids: What communities must do to raise responsible and caring children and adolescents. San Francisco: Jossey-Bass.
• Bowen, P., & McKechnie, A. (2001). Family volunteering: A discussion paper. Toronto: Volunteer Canada.
• Lansford, J., Ceballo, R., Abbey, A., & Stewart, A. (2001). Does family structure matter? A comparison of adoptive, Two‐Parent biological, Single‐Mother, stepfather, and stepmother households. Journal of Marriage and Family, 63(3), 840-851.
• National Orphans and other Vulnerable Children’s Policy (2004). Ministry of Gender, Labour and social development. Retrieved from http://www.worlded.org/docs/Publications /hiv/ovc_policy.pdf
• Unicef, Uganda Statistics (2009). Retrieved from http://www.unicef.org/infobycountry /uganda_statistics.html#89