TITLE:
Examining the Psychological and Psychosocial Impact on Mathematics Learners with Albinism in Selected Schools of the Oshana Region, Northern Namibia: A Phenomenological Inquiry
AUTHORS:
Moses Chirimbana, Megameno Shigwedha, Amaambo Rachel
KEYWORDS:
Albinism, Psychological Effects, Psychosocial Effects
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.2,
February
23,
2024
ABSTRACT: This
qualitative study was conducted to delve into the psychological and
psychosocial ramifications experienced by mathematics learners living with
albinism in selected schools of the Oshana Region, Northern
Namibia. Through semi-structured, in-depth face-to-face interviews, data were
gathered from a cohort of twelve mathematics learners with albinism in selected
schools in Oshana region, selected using the snowball sampling technique. The
collected data underwent thematic analysis to unearth prevalent patterns and
themes. Aligned with the
interpretivist research philosophy, this study aimed to grasp and interpret the
personal experiences and significance attributed by Mathematics learners with
albinism to their day-to-day encounters. The findings illuminated a range of
subthemes situated within two overarching themes: “Psychological Effects of
Albinism in Educational Contexts” and “Psychosocial Effects of Albinism in
Educational Contexts.” Among these subthemes were facets like “Body Image and
Self-Perception,” “Anxiety and Depression,” “Educational and Career Hurdles,” “Stigmatization
and Bias,” “Social Bonds and Family Dynamics,” and “Intersectionality and Marginalization.”
These subthemes provided insights into the distinctive psychological and
psychosocial hurdles encountered by Mathematics learners with albinism,
furnishing a deeper comprehension of their lived experiences. This study
underscores the significance of acknowledging and addressing these effects to
foster the well-being and inclusiveness of mathematics learners with albinism
in the educational landscape of the Oshana Region, Northern Namibia.