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

Terrorism and Parents’ Experience of Children’s Schooling in Nigeria: A Phenomenological Study by James Urien MA, Delta State University, 2010 BS, University of Benin, 2002 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Psychology Walden University November 2017 Abstract 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.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. Terrorism and Parents’ Experience of Children’s Schooling in Nigeria: A Phenomenological Study by James Urien MA, Delta University, Abraka, 2010 BS, University of Benin, 2002 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Psychology Walden University November 2017 Dedication I dedicate this study to all those deprived of formal education and to those who champion the course of educating young people in our society. Acknowledgments I sincerely thank God for the gift of life and the blessing of accomplishing this degree. Special thanks to my Bishop, Most Rev. Dr. John OkeOghene Afareha for his support, encouragement, and prayers. I appreciate all priests in Warri Diocese for their love, solidarity, and prayers. Being a Catholic Priest in their midst has been a wonderful experience. Thank you brothers, I love you. I appreciate the support from my family, friends, and colleagues for the role they have played in making my doctoral dream come true. I owe more than just words of appreciation to my dynamic dissertation chair Dr. Barbara Palomino de Velasco (Dr. P.) for being very professional and personable. Her suggestions and follow up gave quality to the study and made me work extra hard and always provided me the needed motivation. Thank you Dr. P., I respect you so much. I also want to thank my committee member Dr. Sharon Xuereb for always being ready to help, discuss, and shape the study. She has been very instrumental in developing my skills in qualitative research. Dr. Xuereb you always kept me focused and motivated. Moreover, I want to thank Dr. Susan Marcus, the University Research Reviewer for her wonderful insights. I cannot forget to mention Dr. Barbara Benoliel who encouraged and provided useful suggestions when I was conceiving the study. Thanks Dr. Benoliel for your time and selflessness. Lastly, I also want to thank the editors from the Walden Writing Center, Radhika Johari, Steve Lehman, Jenny Martel, Dan Fleischacker for their support.