Influences on life aspirations among adolescents in a low-income community in Cape Town, South Africa

Abstract

The aim of this study was to determine the influences on adolescents' aspirations from a low-income community in Cape Town . A sequential mixed method exploratory design was used following two distinct phases . The qualitative phase comprised focus group interviews with 118 grade 12 learners attending a school in a low-income community (age range: 16-19 years) and focused on identifying factors influencing life aspirations . The quantitative phase with 191 adolescents (males = 54 .45 %, females = 45 .55 %); age range: 14-18 years) from the same community aimed to ascertain the influences of personal attributes on self-aspirations . Participants completed the Expectations/Aspirations measure, the New General Self-Efficacy Scale, the Rosenberg Self-Esteem Scale and the Multidimensional Scale of Perceived Social Support . Qualitative data were thematically analysed . Quantitative data were analysed using multiple regression . The findings revealed that self-efficacy, self-esteem and social support were the most critical factors influencing adolescents' aspirations . Self-efficacy was a major determinant of life aspirations among the adolescents . Life skills programmes with youth from disadvantaged communities should seek to incorporate training aimed at developing adolescents' self-efficacy .

The relation between subjective well‐being and career aspirations amongst a sample of adolescents in low socioeconomic status communities in Cape Town

“…With regard to the current study, Hendricks et al (2015) found social support to significantly predict adolescents' aspirations; while a lack of social support was specifically identified as a factor that hindered adolescents' aspirations. In an important contribution to the literature, Jacobson (1987) advances a meaning-centred approach to understanding the role of social support.…”

“…Research involving social support often considers the mediating role that it plays within certain relations—such as the relation between the quality of friendship and psychological well‐being, gratitude and school well‐being and loneliness and life satisfaction (see Bakalim & Taşdelen‐Karçkay, 2016; Sun, Jiang, Chu, & Qian, 2014; Yildiz & Karadas, 2017). With regard to the current study, Hendricks et al (2015) found social support to significantly predict adolescents’ aspirations; while a lack of social support was specifically identified as a factor that hindered adolescents’ aspirations. In an important contribution to the literature, Jacobson (1987) advances a meaning‐centred approach to understanding the role of social support.…”

“…Patton and Creed (2007) place emphasis on the systemic and structural factors that restrict the actualisation of adolescents' occupational aspirations. In the South Africa, these factors are determined by social and contextual factors that transcend generations and are historically embedded in institutionalised racism (Hendricks et al, 2015).…”

“…Considering the rapid changes taking place, the nature of stressors encountered and coping responses available during this developmental stage (Swanson, Spencer, & Petersen, 1998), the potential for both negative and positive outcomes are heightened (Barber & Eccles, 1992). Consequently, the importance of identifying and elucidating the factors that influence adolescents’ aspirations has been underscored (Hellenga, Aber, & Rhodes, 2002; Hendricks et al, 2015). In an important contribution to the literature, Patton and Creed (2007) emphasised the shift towards a more focused consideration of the external factors that determine adolescents’ future aspirations.…”

“…That is, career aspirations emerge at the intersection of personal interests and capacities and contextual factors (Gottfredson, 1981). These include self‐esteem (see Mau & Bikos, 2000; McKay, Sumnall, Cole, & Percy, 2012), self‐efficacy (see Bandura, Barbaranelli, Caprara, & Pastorelli, 2001), school commitment (see Stewart, Stewart, & Simons, 2007), socioeconomic status (SES) (see Cochran, Wang, Stevenson, Johnson, & Crews, 2011; Hill et al, 2004), and social support (see Hendricks et al, 2015; Hill et al, 2003; Otto, 1977; Shumba & Naong, 2012). In terms of gender, studies have found differences in aspirations for males and females (see Ashby & Schoon, 2010; Gutman & Schoon, 2012; Howard et al, 2011; Meece, Askew, Agger, Hutchins, & Byun, 2014) influenced by cultural beliefs regarding gender roles, shaping males’ and females’ perceptions of their own abilities and relevant careers (Al‐Bahrani, Allawati, Shindi, & Bakkar, 2020; Correll, 2001).…”