Ensayos termomecánicos

In this section, I would like to present shortly the theory that emerged from the results presented above in the earlier sections. A summary of open codes, axial codes, categories and core category, which are drawn from focus group discussions of poor children and women groups is presented in Figure 7. In the process of analysis applying grounded theory approach, I went through a variety of dimensions. The process started out with assigning open codes by reading FGD transcripts and ended up in finding a core category, which theorizes on child poverty.

This research has disclosed that child poverty, according to FGDs among poor chil- dren and women, plays a vital role in the prolongation of the process of developing, expanding, extending,transmitting and persisting poverty from one generation to the next. In many cases, it is likely to enhance, generate, and regenerate further in a progression of intergenerational trans- mission of poverty. This progression is grounded in child poverty. Three different dimensions (categories A, B, C) are likely to be found interconnected to this progression of children’s resid- ing in poverty; these are: 1) Encompassing multidimensionality, 2) Spending life in distress, and 3) Having intergenerational and gendered dimension (see Figure 6 and Figure 7).The subsequent sections contain a description of these interrelated dimensions (presented in Figure 7) that work together to generate and transfer child poverty to the next generation.

The first dimension (Category A) “Encompassing multi-dimensionality”draws atten- tion to children living in poverty being victims of multiple forms of deprivation (axial code 1), particularly in relation to non fulfilment of basic needs. The parental incapability (axial code 2) in relation to impaired conversion factors39 _{is one of the vital factors that make poorchildren’s} suffering more acute. This is particularly true where parents are the only source of investment in children. In such cases, parents face difficulties to pay even little attention to children’s wellbeing. Therefore, children who grow up in poverty are, most probably, less likely to end their poverty in a generation. The aspirations expressed (axial code 3) as a means for breaking the cycle of pov- erty are far from being realized. As their achievement in education suffers in connection with pa- rental incapability, this not only requires the willingness, but also the ability to materialize them. Their care givers’ incapability restricts their achieving proficiencies and skills that are required for the potential paid employment in future.

The second dimension (Category B) is about “spending life in distress” in child poverty.

In this category, the accounts of the consequences of child poverty were clustered. At the first sub- category (axial code 1) in this dimension, the food insecurity such as food shortage, not having adequate and edible food in hunger was voiced. If unsatisfied hunger continues to exist longer, the risk of severe negative upshots increase in children’s physical, psychological and human develop- ments. In particular, children who are raised with unsatisfied hunger face different health related problems such as malnutrition. Clearly, it would place them at higher hazards at present and even in their later life. This means that they are less likely to be efficient, skillful and active to acquire a well paid job in future in their adulthood.

Children raised their voice not only against hunger, some of their assertions centred also in relation to the poor dwellings. This has been clustered around the second sub-category (axial code 2). It is not surprising that the dwellings of the poor participants were not well protected or constructed, as demonstrated in this study. For instance, they live in badly built housing (unsafe shelter), have less access to improved water, and lack infrastructure for good sanitary practice. Furthermore, poor living conditions may also lead to a series of long-lasting disadvantageous out-

39 Parental incapability in these cases is associated with impaired personal conversion factors. These are, for example, low earning and education, less access to resources etc.

comes. For example, these outcomes could be: getting sick, developing chronic health problems, not attending school, dropping out etc. In any case, less achievement in education would be a cause of great distress for not getting a well-paid job or having just casual jobs during adulthood.

Furthermore, articulating poor access to public services is another sub-category (axial code 3) which gives a picture of children’s, who are raised in poverty, less access to the exist- ing public services (mainly, in health and education sectors). Similar to many other developing countries, inadequacy and corruptions in service delivery were reported as two major challenges. These contribute to restrict the poor children from getting full advantages of the existing public provisions of welfare in parental poverty. Along with other sub-categories (axial codes 1, 2 and 3), the issue child abuse (axial code 4) in association with children’s belongingness to the lower economic groups has been brought into notice in Category B. This problem further increases the likelihood of blocking children’s success in getting education.

The final dimension (Category C) highlights on the “intergenerational and gendered

dimension” of child poverty. Some of the vital issues were grouped together around this category. As the voices of the poor participants (both children and women) were heard, these issues were more likely found to contribute to child poverty. For example, parental poverty (axial code 1) was identified as one of the main contributors to child poverty. On one hand, this is typical for an economy where public provision of welfare is extremely limited, while on the other the parental poverty to provide for children is prominent. Moreover, insufficient income and less or no access to resources also contribute to parental poverty. As a result it blocks the route to education for their children.

Moreover, parents’ low level of education serves to perpetuate gender discrimination by undervaluing the benefits of investing in girls. Gender discrimination in the current generation produces the future mothers (the girls of the current generation) with little or no education which contributes to the poverty of their own children in the future, hence continuing a never ending cycle.

From the analysis of three aforementioned dimensions (categories), it can be logically predicted that these interrelated factors work together to perpetuate the intergenerational trans-