“Youth, Identity, and the Future of Tanzania: Reflections from the Field on Tanzanian Youth Identity
- Nowoola Awopetu
- Aug 1
- 6 min read
Updated: Aug 20
I. Introduction: A Journey with Purpose
A month ago, I came to Tanzania to engage in a Fulbright- Hays Study Abroad research project on Tanzanian youth identity identity, mental health, and education. As it was my first time in the Motherland, I came with questions. Now, I’m leaving with a deeper sense of purpose and hope for the youth of Africa, specifically Tanzania. I was immediately taken by the beauty and rich collective spirit amongst the people. One thing that was immediately apparent to me is the youth here are free, and filled with joy.
Why Young People in Tanzania?
The world's population of young people is increasing exponentially, with estimations of 2 billion by 2030 who will be seeking opportunities to build their future. Tanzania has a estimate of 60 million people, with greater than 50% under the age of 18 and 70% under the age of 30. Chiefly, the future is now!
II. Setting the Context: Tanzania and Its Rich History
Throughout our trip, we were taught a series of lectures by professors and lecturers at the University of Dar es Salaam. These lectures covered a range of topics including learning the history of the Swahili language, the impact of pre- and post colonization throughout the country, the role of media in shaping youth identity, etc. Two of the most emotionally powerful sites we visited were Bagamoyo and the Mangapwani Slave Chamber in Zanzibar—places that stirred deep reflection and left a lasting impact on me.The Mangapwani Slave Chamber was built around the 1880, connecting the seaside to the cave. It served as a transit point where captive slaves were held until they were later sold for resale or to plantations on the island from the after time of the abolishment of slavery 1873-1905.
The official language spoken in Tanzania is Kiswahili, which is a Bantu language spoken across East Africa. The extended history with Arabs is why linguistic borrowing exist from Arabic to Swahili, which led to the change "Kiswahili" --> "Swahili". The simple thing about Swahili is that you pronounce the words exactly how it's spelled, however words are stressed. Tanzania has a common saying "Pole pole", which translates to "Slowly" or "take it easy" in English. This phrase permeates throughout the way Tanzanian's live, as everything is done taking their time, which was refreshing coming from a Westernized fast-paced society. While housed in Dar es Salaam, I learned and observed from the locals the deep reverence Tanzanian's have for elders. Elders are typically addressed as "Shikamoo (relation).
For example: "Shikamoo baba" is how I would address my father, or a male figure who is significantly older than I am. "Baba", means father.
I was enamored by the sheer determination the people exhibit to provide for themselves and families. The ARTS, pure talent all over this country, I mean just beautiful pieces of artwork. Oftentimes, these artists lack the exposure to be seen more widely.
III. Research in Action: What I Studied and What I Learned
As with any nation, Tanzania is not without its challenges, as many youth grapple with the fear of unemployment, and wrestling with incongruence in their sense of identity and purpose. At the primary and secondary level, some challenges include high dropout rates, lack of financial resources to further education, and exclusion.
Lecture on Tanzania's Educational Structure from Nursery to Tertiary 
Discussion with educators and students at St. Josephs University We spoke further with students and teachers at St. Joseph's University, and realized that many of their college students face similar challenges related to social media influences, peer pressure, and lack of support systems to actualize their dreams. Similar to the United States, education is an essential component of upward mobility and empowerment; however, many students' dreams and visions are truncated by the lack of financial resources. Additionally, many young people here in Tanzania are being developed and trained for job markets that don’t exist, or are not plentiful in job opportunity, leaving many youth unemployed. To combat this, many college graduates take to creating their own businesses, either selling items in street vendors or transportation drivers on Bajaji and Boda Boda (motorcycles) [See photos below]
Bajaji (Mode of Transportation) Additionally, the perception many Tanzanian students have of America and the Black diaspora was eye-opening. A portion carried the belief that all American school systems were privileged with an abundant of resources, and that struggle was minimal for American students. This isn't to compare struggle to struggle but rather to educate and eradicate the belief America's school system is the quintessential model of excellence. The open dialogue between the group challenged us a whole to think deeply about the origin of such a belief. Of which, many attributed their belief to Western media, largely linking their perspectives to depictions shown in movies, and TV shows. When we inquired about their understanding of African American culture, responses were unanimously related to slavery, hip-hop, or violence.
Key Themes from Interviews: Teachers and Students' Perspective
1. Identity Formation in a Globalized World
Many teachers shared that students struggle with cultural identity. Influenced by social media and Western media, youth often lack pride in their own traditions and instead model themselves after foreign ideals.
“Most students are trying to be someone else—they lose themselves in the process.”
2. Self-Discovery and Parental Influence
Teachers noted that students often lack a strong sense of self and tend to pursue careers for financial gain rather than passion. Parents play a large role in shaping these decisions—sometimes steering children away from their talents due to societal pressures or limited awareness.
“Many students don’t explore their talents because their parents discourage it.”
3. The Role of Schools in Building Competent Global Citizens
Students emphasized that schools have a responsibility to instill values, character, and teach the practical use of skills and knowledge. They explained that teaching theory is not enough, and that real-application of theory trumps theory alone.
“Some of us go for jobs and they tell us that we are not capable, why, because we haven't gotten the practicals, which are the realities of the theories, no know see your theories. We have not been told how to produce.”
4. Gendered Challenges in Confidence and Purpose
Both boys and girls face self-confidence issues, but in different ways. Girls often lack encouragement, while boys may feel pressure to perform or suppress emotion. Additionally, some students expressed that relationships issues are of huge concern, especially with young men who often don't take heartbreak or break-ups well.
5. Motivation vs. Barriers to Learning
Students are most motivated when they feel seen and supported. Yet poverty, trauma, and limited resources often hinder their ability to focus, stay engaged, or plan for the future. Financial lack was the most reoccurring theme across educational levels.
6. Responding to Emotional & Mental Struggles
Emotional and psychological struggles are visible, but remains under-addressed. Teachers often step into dual roles as counselors without adequate training or resources. Students expressed that stigma still exist among the African culture, which sways many students from asking for help or being transparent with caregivers about their struggles.
7. Gaps in Mental Health Support
Most schools lack trained mental health professionals. Teachers see the need for trauma-informed training, emotional support strategies, and school-based mental health services.
“It's a very good thing to talk, words can kill or heal, that I understand. Mental health support is something that should belong to us, especially at the university level."- Teacher at St. Joseph's University
8. Youth-Teacher Collaboration for Stronger Communities
Lastly, teachers emphasized the importance of relationship-building. Trust, and mutual respect are essential to cultivating belonging and collective healing.
“A big issue is often class size, as some classrooms may upwards to 100 students, so if possible, fixing this could also help .”
9. Hopes for the Next Generation
Students dream of a generation of Tanzanian youth that is culturally grounded, emotionally strong, and globally competent. They believe that young people are well equipped to do the work for national transformation; however, government support is pivotal.
“There's a light, but there's a lot of work. Parental and governmental support is key, we have engineers here, we have companies, we need to prioritize trusting our talents and investing in our young people.”
IV. Key Takeaways: What This Experience Taught Me
Healing is a Collective Effort, One that Necessitates Letting Go of Old Ways of Thinking
Young People Need Support, Mentorship and Guidance is Key.
Exposure Helps to Eradicate Ignorance.
Global Mental Health Requires Local Wisdom.
There is Plenty Work to Done, Find Your Place and Serve!
V. What’s Next: Continuing the Work
I'm excited for what the future holds, as this trip was truly a life-changing experience that will continue to shape my research journey moving forward. I'm currently working on creating a visual aspect of this experience so stay tuned for that! Lastly, I want to thank the entire team at American Institute of Human Resource & Development, Professor Anunobi for your wisdom, Stacy Hill, Dr. Tinsley, Dr. Kylie Dotson- Blake, Dr. Gibson, Dr. Dockery for your immense support in making this possible! To my fellow Fulbright Hays participants, thank you for making this trip what it was! If your work aligns, I would love to connect further!
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