GRANDPARENTS AS CO-EDUCATORS: A COMPARATIVE QUALITATIVE STUDY OF EDUCATIONAL INVOLVEMENT IN RURAL SECONDARY SCHOOLS OF NORTH AND SOUTH KAZAKHSTAN

Abstract

This study explores the educational involvement of grandparents in rural secondary schools in North and South Kazakhstan, focusing on the cultural, familial, and socioeconomic factors that shape their roles. Guided by social and cultural capital theory, this study examines the forms and extent of grandparents’ support for their grandchildren’s education. A qualitative approach was used, involving semi-structured interviews with grandparents and daughters-in- law from two rural regions representing culturally distinct areas of Kazakhstan. While both regions demonstrated high levels of grandparental engagement, notable differences were observed in gender roles, household hierarchies, and cultural expectations, particularly shaped by the traditional concept of kelin in South Kazakhstan. The level of involvement was influenced by factors such as previous teaching experience, co-residence, delegation of domestic tasks, emotional fulfillment, and financial capacity. However, several barriers were also identified, including health issues, digital illiteracy, geographic separation, and generational differences in educational approaches. The study concludes that in rural Kazakhstani households, grandparents play a critical yet often overlooked role in educational development, offering important insights for both academic research and educational policy.