Strategies and Initiatives that Low Income Parents Implement with School Administration to Enable their Children Access High Quality Public High Schools. A Case of Kajulu, Kisumu East Sub-County, Kenya, East Africa

Abstract

Access to high-quality education is a critical factor in determining academic success and future opportunities for students. However, low-income families often face significant obstacles when seeking access to high-quality public high schools, perpetuating disparities in academic achievement. To address these challenges, low-income parents employ various strategies and initiatives. Despite existing research in different contexts, there is a lack of studies specifically focused on low-resource settings like Kenya, particularly in Kajulu. This study aimed to investigate the strategies and initiatives used by low-income parents in Kajulu, Kisumu East, Kenya, to enable their children's access to high-quality public high schools. Through mixed-methods research design, using both quantitative and qualitative approaches, this study targeted five mixed public secondary schools in Kajulu including Obwolo, Okok, Oasis of hope, Kassagam and Kibos secondary schools. Questionnaires for students and teachers, interviews with key informants (head teachers, education officer, and parents), and focus group discussions with various stakeholders were utilized to ensure maximum data capture. The study conducted in Kajulu, Kisumu East, Kenya, revealed a range of strategies employed by low-income parents to enhance access to high-quality public high schools for their children. These strategies include active involvement in decision-making, networking within the community, school assessment through open days and online research, participation in parent-teacher meetings, exploration of government-sponsored programs, collaboration with community organizations, seeking financial assistance and advocacy, and forming parental support networks. These strategies collectively aim to ensure equal opportunities for quality education, regardless of financial limitations, geographical challenges, language barriers and limited resources and information. The decision-making processes of these parents are influenced by factors such as academic reputation, school proximity, and extracurricular activities. The data findings were analyzed using statistical techniques for quantitative data and thematic analysis for qualitative data. The study recommended that parental involvement and advocacy be strengthened to foster strong partnerships between parents, school administrators, teachers, and stakeholders and empower them with knowledge, resources, and opportunities to actively engage in their children's education. This research is essential in promoting equitable educational opportunities and empowering communities for positive change.