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The Context and Social Norms on Girls' Marriage, Education and Nutrition

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The Context and Social Norms on Girls' Marriage, Education and Nutrition Improving Adolescent Reproductive Health and Nutrition through Structural Solutions in West Hararghe Zone, Oromia, Ethiopia (Abdiboru Project) The Context and Social norms on girls’ marriage, education and nutrition – a Qualitative Study August 2016 Contents Executive Summary ..................................................................................................................... 4 Background ................................................................................................................................... 8 The Abdiboru Project ................................................................................................................. 11 Methods ....................................................................................................................................... 12 Study setting ........................................................................................................................... 12 Study design ........................................................................................................................... 13 Focus group discussions (FGDs) .................................................................................... 13 In-depth interviews (IDI) .................................................................................................... 16 Key informant interviews (KII) .......................................................................................... 17 Data collection tools/ study guides ...................................................................................... 18 Data analysis........................................................................................................................... 19 Findings of the Study ................................................................................................................. 19 1. Adolescent girls marriage ........................................................................................... 19 1.1 General Context ........................................................................................................... 19 1.2 Marriage practices ....................................................................................................... 20 1.3 Drivers of early Marriage ............................................................................................ 22 1.4 Facilitators to delay marriage..................................................................................... 25 1.5 Findings from vignettes on adolescent girls’ marriage .......................................... 27 2. Adolescent girls’ education ........................................................................................ 33 2.1 General context ............................................................................................................ 33 2.2 Community’s attitude for girls’ education ................................................................. 34 2.3 Reasons for dropout .................................................................................................... 34 2.4 Facilitators of girls’ education .................................................................................... 35 2.5 Girls’ agency to decide about their education ......................................................... 36 2.6 Role of government institutions in adolescent girls’ education ............................ 36 2.7 Findings from vignettes on Adolescent girls education ......................................... 37 3. Role of men and women in relation to food production, purchases and consumption ................................................................................................................................................... 43 3.1 Decision on what food to grow/ rear by the household ......................................... 43 Page 2 of 65 3.2 Decision on what food to sell or buy for household consumption........................ 43 3.3 Food preparation, eating pattern and food taboos in the household .................. 43 3.4 Findings from vignettes on adolescent girls’ Nutrition ........................................... 45 4. Effect of Drought on adolescents’ marriage, education and nutrition ........................ 50 4.1 General context ................................................................................................................ 50 4.2 Effect of drought on marriage ........................................................................................ 50 4.3 Effect of drought on education ...................................................................................... 51 4.4 Effect of drought on food and food allocation ............................................................. 51 References .................................................................................................................................. 52 Annex I: Study guides for mother and father FGD ................................................................ 53 Annex II. Study guide for unmarried adolescent girl FGD ................................................... 56 Annex III. Study guide for married adolescent girls FGD .................................................... 59 Annex IV. Social norms analysis framework for vignettes ................................................... 65 Page 3 of 65 Executive Summary Adolescents’ health is strongly influenced by social factors at personal, family, community, and national levels depending on the prevailing social structures and norms. Since health and health behaviors of adults strongly correspond to that during adolescent period, the way social determinants affect adolescents should be taken seriously. Recent approaches to understanding and improving the health of adolescents required systematically understanding social patterns and structures that shape health and wellbeing, which are referred as social determinants of health. The ‘Abdiboru’ project seeks to improve adolescents’ sexual reproductive health and nutrition in west Hararghe, Ethiopia. The purpose of this qualitative study was to generate contextual understanding and identify social norms around girls’ marriage, education and nutrition. The study was conducted in four woredas of the West Hararghe zone in Oromia regional state, Ethiopia. The study participants were adolescents (both girls and boys), women and men reference groups to adolescent girls including parents, and key informants selected based on established criteria. A total of twenty Focus Groups Discussions with Married and Unmarried adolescent girls, adolescent boys and parents’ of adolescents were conducted using locally developed vignettes. A total of 32 In-depth interviews with Married and Unmarried adolescent girls, husband of adolescent girls and mothers-in-law was conducted using in-depth interview guides. In addition, 36 key informant interviews were conducted with 7 government woreda level officials using semi structured interview guides. Study participants were selected purposively. Skilled research assistants were trained about social norms and the use of specific tools designed to collect relevant data for the study. All FGDs and interviews were tape recorded with the consent of study participants. Data were transcribed in the language of the interview (Afan Oromo) and later translated in to English for analysis. Data analysis was assisted by a computer software (Open Code version 4.02). A thematic data analysis approach was utilized to summarize the data. The analysis revolves around the three main focuses of the project; which are social norms related to girls’ marriage, education and food allocation. The findings are summarized in the following paragraphs. Page 4 of 65 In the study communities early marriage is seen as a positive phenomenon, girls are expected to get married at about 15 years of age. Marrying early is considered as a chance given by God and a symbol of good luck. We also noted that most people are aware of the law that forbids marriage before the age of eighteen years. The two common types of marriage practices observed in the area were ’Jalaa-deemaa’ and ‘Cabssa’. The ’Jalaa-deemaa’ (meaning ‘to go along’) refers to the marriage arrangement where the girl and the boy decide to elope away and live together; it was reported to be the most common marriage type in the area. In the ‘Cabsaa’ (meaning ‘to break (the culture)’) type of marriage; the boy has to first obtain the girl’s agreement and then he requests the approval of her parents; which is different from the traditional approach that involves sending elders to solicit marriage approval. Girls usually accept the first marriage proposal regardless of her age. Parents generally tend not oppose either type of marriage arrangements chosen by their daughters. Most adolescents thought that most other adolescent girls in the community would accept a marriage proposal at the perceived ideal age; which is around 15 years in the study area. Most parents thought most other mothers in the community would accept a marriage proposal for their adolescent girls at the perceived ideal age, which is below the legal age of marriage. Majority of the adolescent girls and boys believed that their peers expect adolescent girls in their community to accept a marriage proposal at the perceived ideal age even if that means dropping out of school. Most mother and father respondents believed that parents in general would expect a mother of an adolescent girl to support her daughter’s
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