FAMILY SOCIAL STRUCTURE AND ITS IMPACT ON EDUCATIONAL RESILIENCE AMONG KENYAN SECONDARY SCHOOL GIRLS

Carolyne Chepkemoi Bundotich, Paul Sutter, George Kegode

Abstract


Family social capital is increasingly recognized as a critical factor in shaping educational resilience among adolescents. This study examined the influence of family social structure on the educational resilience of secondary school girls in Elgeyo-Marakwet County, Kenya. Guided by Social Capital Theory, the study investigated how three dimensions of family social capital, family support, family relationships, and family expectations, affect educational resilience. The study employed a convergent parallel mixed-methods design. Data were collected from 447 Form Four girls, 7 teachers, and 8 parents/guardians through questionnaires and semi-structured interviews, respectively. The questionnaire’s face and content validity were established through expert review, and reliability was assessed using Cronbach’s alpha coefficient. Trustworthiness was ensured during qualitative data collection through transferability, confirmability, credibility, and dependability. Quantitative data were analyzed using descriptive statistics and multiple linear regression, while qualitative data underwent thematic analysis. The findings revealed a moderate positive correlation (R = .514, p < 0.05) between family social structure and educational resilience, with the three dimensions collectively explaining 26.4% of the variation in resilience. Specifically, family support (β = .486, p < 0.05) had a statistically significant positive effect on educational resilience, while family relationships (β = .060, p > 0.05) and family expectations (β = .021, p > 0.05) did not show significant independent effects. Qualitative data highlighted the centrality of parental encouragement, emotional guidance, and practical support in sustaining girls’ academic engagement. The study concludes that interventions to strengthen educational resilience among girls should prioritize enhancing family support mechanisms, including emotional, academic, and material assistance, to improve resilience and success in secondary education.

Keywords


Kenya, family social structure, educational resilience, secondary school girls, social capital

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6831

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