Role identity

According to Howard and Hollander (1997:94), Stryker (1980) shows that role identities are based on connecting to other people; these identities then influence behavioural choices. Mead believes that the individual has a "self" or picture of themselves, that develops and changes through interactions with other people in society. Mead further argues that individuals develop the self-concept by taking on the role of the other. It is the view of symbolic interactionist scholars that an actor's action is an object of the self (Charon, 2001: 72). Schoolgirls' interactions are interpreted through the use of symbols, or through learning the meaning of menstruation through interactions with teachers, boys and parents (Blumer, 1986: 79).

Schoolgirls (actors) give meaning to menstrual health management (object) and interpret their activities accordingly and then change the meaning according to their environment, for example, at school or within the home environment. Schoolgirls may feel guilty, embarrassed

45 or ashamed and therefore have internal conversations that will influence their behaviour. They adjust internally and choose their reactions, depending on the context.

Mead views the ability of schoolgirls to act towards themselves on an individual level as an actor. A menstruating schoolgirl communicates with herself when observing the school environment in which she finds herself to direct her action according to her observation. The schoolgirl reacts and re-creates meaning when she experiences unusual situations when menstruating, such as menstrual hygiene management at school (Blumer, 1986: 80).

Hochschild (1979) argues that the meaning and interpretation of the schoolgirl's feelings towards menstruation creates a response to this situation when she interacts with herself (Fields et al. 2006: 156). The menstruating schoolgirl could feel isolated because menstruation is stigmatised within her society and her school environment. Menstruation is viewed as a stigma but is made more secretive because girls try to conceal the fact that they are menstruating (Johnston-Robledo & Chrisler, 2011: 3).

Blumer's symbolic interactionist theory concentrates on the processes that actors use to continuously create and recreate experiences from one interaction to another (Carter & Fuller, 2015: 2). Every person within their own context (rural, state or private schools) will interpret their experiences differently because of the value and meaning of menstruation and hygiene management within their context. This individual interpretation of the actors (girls) to menstrual hygiene management (object) could create fear and embarrassment and lead to actions based on their subjective meaning. The individual girl's subjective experiences can overrule the objective rules and norms of society concerning menstrual hygiene management practice. The girls give meaning to menstrual hygiene management (object) and act on this meaning accordingly. Blumer (1986) states that girls, as actors, could experience internal dialogue within themselves, which enables them to determine the meaning, especially in situations beyond their control. A girl from a private school environment could find that the facilities, to which she is accustomed, are inadequate in rural areas. She would need to assess the situation and act, accordingly, based on her subjective meaning of menstruation and hygiene management. Blumer (1986: 55-57) determines that the actor gives objects meaning, and that this meaning is a social product.

46 3.2.8. Social product

Blumer (1986) states that the meaning of something is a ‘social product', which indicates that a social product is not inherent but, instead, can change according to social interactions. An example of this is that the meaning of menstruation and, therefore, menstrual hygiene management is a social product that may not be common knowledge but can be amended based on a schoolgirl’s specific situation. Charon (2001: 28) believes that situations are defined by experience. Therefore, girls define the situation of menstruation as an experience within their social interaction and real situations, which in turn informs their experience. At public and rural schools, water, sanitation and waste disposal management may differ at each school and could form a norm for these children, within each context. The education of schoolgirls should be experienced positively with the onset of menstruation and not have negative effects during the girls’ transition to adulthood within a school environment.

3.2.8.1. The social self

The social self is based on the perspective that the self emerges from social interactions such as observing and interacting with others, reproducing others’ opinions about oneself and responding to others’ opinions as well as internalising external responses and internal feelings about oneself (Blumer 1986: 62). There are many facets to the social self, such as the self- concept and self-esteem, as well as the complexity of the self and self-interests, with regards to identity and marginality that all relate to the self. A schoolgirl has an image of what kind of person she is when she is menstruating and acts in agreement with how she sees herself during menstruation (Blumer, 1986: 62). Solomon (1983: 320) explains that "the consensus of modern symbolic interaction centres on the social nature of the self and its importance for the individual's interaction pattern". Schoolgirls could develop low self-esteem due to this interaction and come to believe that menstruation is embarrassing and, therefore, that they should stay at home when menstruating. Girls and boys experience their physical development during adolescence differently. For some boys, physical development can involve changes to their voice and increased muscle tone, which creates a positive experience of masculinity.

However, a girl's experience of physical changes, such as fuller hips, enlarged breasts and the onset of menstruation, may produce negative feelings and lower self-confidence. Rock (1979:

146) argues that the self without others is impossible.

According to Blumer (1986: 79), language is a special type of symbol within symbolic interactionism. It allows actors to create meaning and interpret their social interaction by using

47 language. Communication is a collection of words used to communicate and represents spoken and written words, that are based on other symbols. Acts and objects only have meaning to others because they can be described using words (Charon, 2001: 51). Meaning includes knowledge of what symbols represent, and thorough explanation that involves words.

According to Hertzler (1965, in Charon 2001: 51), "the key and basic symbolism of individuals is language” and language is used to interpret these symbols. Words explain social objects, such as menstruation and hygiene management, and for the purpose of this research, schoolgirls (actors) understand menstruation (action) as a result of interaction with self and others.

Language, utilised by schoolgirls to refer to menstruation and hygiene management as an object of menstruation, is sometimes regarded as a taboo subject (Charon, 2001: 52). For example, menstruation in certain societies is still believed to be a secretive topic. Sociocultural beliefs could affect the communication and support on reproductive health issues for girls in society.