Abstract
Educational attainment in rural Philippine communities is often shaped by intertwined socioeconomic conditions and cultural expectations that either support or hinder students’ learning. This qualitative study examined these influences in Barangay Kaatuan, where economic disadvantage, varying parental education levels, and traditional norms impact children’s educational opportunities and aspirations. Guided by an interpretivist paradigm, the research employed semi-structured interviews with nine purposively selected participants—three parents, three teachers, and three students—and applied Braun and Clarke’s six-phase thematic analysis. Three major themes emerged: Family Income, Parental Education Levels, and Cultural Norms. Family income determined access to transportation, school supplies, and meals, directly affecting attendance and engagement. Parental education shaped the quality of home-based support, while cultural norms influenced the value placed on schooling and long-term aspirations. The study contributes to the literature by highlighting how socioeconomic disadvantage and cultural expectations converge to influence education in a small rural setting in Mindanao. Findings underscore the need for holistic, community-based interventions, such as financial assistance programs, parental capacity-building, and culturally responsive teaching. These insights carry practical implications for policymakers and educators seeking to design contextually relevant strategies that promote educational equity in disadvantaged rural schools.
