Examining the Lives of Navajo Native American Teenage Mothers in Context: A 12‐ to 15‐Year Follow‐Up

• Author: Rochelle L. Dalla,Betsy K. Jareske,Julie L. Sukup,Susan B. Jacobs‐Hagen
• DOI: http://doi.org/10.1111/j.1741-3729.2008.00543.x
• Published date: 01 April 2009
• Date: 01 April 2009

ROCHELLE L. DALLA University of Nebraska—Lincoln

SUSAN B. JACOBS-HAGEN University of Nebraska—Omaha*

BETSY K. JARESKE AND JULIE L. SUKUP University of Nebraska—Lincoln**

Examining the Lives of Navajo Native American

Teenage Mothers in Context: A 12- to 15-Year

Follow-Up

In 1992 and 1995, data were collected from 29

Navajo, reservation-residing teenage mothers.

In 2007, follow-up data from 69% (n¼20) of

the original sample were collected. Intensive in-

terviews, grounded in ecological systems theory

(U. Bronfenbrenner, 1989), allowed for contex-

tual examination of the women’s developmental

trajectories. Significant educational accom-

plishments and a strong work ethic (i.e., indi-

vidual level) exemplified the majority of

respondents. Relationships with families of ori-

gin and intimate partners (i.e., microsystems)

and connections between these (i.e., mesosys-

tems) promoted and challenged participants’

optimal development and were significantly

influenced by macrosystem factors (e.g.,

economic constraints, physical isolation).

Implications for service provision and contin-

ued research are discussed.

The purpose of this investigation was to examine

the developmental trajectories of a unique and

understudied population of teenage parenting

women, namely, Navajo Native Americans,

across an extended period of time. Grounded in

ecological systemstheory (EST; Bronfenbrenner,

1989), we explored factors embedded at the indi-

vidual level and within the micro-, meso-, and

macrosystemsthat were significantfor shaping life

course developmental outcomes.

EST presents human development as a recip-

rocal and lifelong process of interaction between

person and environment. Accordingly, individ-

uals are embedded within multifaceted and

multilayered, hierarchically organized social

systems. Present circumstances cannot be fully

understood without careful observation of the

entire context within which an individual is

embedded, including historical events and situa-

tions, social relationships, and environmental

factors (e.g., physical environment, culture,

subculture). Moreover, Bronfenbrenner (1989)

emphasized the dimension of time because (a)

future developmental alternatives and out-

comes are partially determined by present sit-

uations and (b) present situations reflect the

Department of Child, Youth, and Family Studies, University

of Nebraska—Lincoln (Omaha Campus), ASH 102, 60th

and Dodge, Omaha, NE 68182-0214 (dalla@unomaha.edu).

*Department of Sociology, University of Nebraska—Omaha,

ASH 383, Omaha, NE 68182-0214.

**Department of Child, Youth, and Family Studies, Univer-

sity of Nebraska—Lincoln, ASH 102, 60th & Dodge,

Omaha, NE 68182-0214.

Key Words: developmental trajectories, environmental and

social contexts, Navajo Native Americans, systems theory,

teenage parenting.

148 Family Relations 58 (April 2009): 148–161

A Publication of

the National Council on

Family Relations