Reimagining caregiving: The role and experiences of grandfathers in supporting adolescent mothers and their children in Western Kenya

• In Event: Gender-Transformative Parenting and Community Workforce

Proposal

Reimagining caregiving: The role and experiences of grandfathers in supporting adolescent mothers and their children in Western Kenya
Authors: Silas Onyango, Linda Oloo, and Patricia Kitsao-Wekulo
Introduction
In situations where teen pregnancy and absent fathers disrupt family structures, grandfathers are increasingly taking on caregiving roles for their grandchildren. This trend reflects global disparities in gender norms, economic challenges, and intergenerational equity. As societal structures evolve and family dynamics change, the role of grandfathers as caregivers has gained more attention. Many grandfathers step in to support their grandchildren as their children pursue other interests, shouldering responsibilities that go beyond traditional expectations. Often, they are thrust into these roles due to the absence of parents, particularly fathers, who may be disengaged from their children's lives. This phenomenon highlights a broader societal issue where the responsibilities of parenting are increasingly falling on older generations, raising important questions about the implications for both caregivers and the children involved. The purpose of this study is to explore the experiences and roles of grandfathers in caregiving within fractured family structures, especially in the context of supporting grandchildren born to their teen daughters. By drawing on the perspectives of grandfathers, the study aims to illuminate the critical roles they play in supporting both adolescent mothers and their children, thereby informing strategies aimed at enhancing family well-being amid systemic inequities.
Methods
This study utilized qualitative data from an ongoing cluster randomized controlled trial (c-RCT) conducted in Kakamega County, Western Kenya, which aims to evaluate the effectiveness of a parenting empowerment program for adolescent mothers. This program is designed to improve caregiving practices among adolescent mothers, with a specific focus on responsive caregiving and creating opportunities for early learning. For the current study, we engaged in participatory methods, conducting focus group discussions with four distinct groups of grandfathers (n=10) serving as caregivers to their grandchildren. The selection of participants was based on their involvement in the caregiving process for adolescent mothers and their children, ensuring a diverse representation of experiences and perspectives. The discussions were guided by a semi-structured interview, allowing flexibility for participants to share their experiences, challenges, and perceptions in their roles as caregivers. The gathered qualitative data were subjected to thematic analysis, enabling us to identify and interpret patterns and themes relevant to the experiences of grandfathers within the caregiving context. This provided a structured approach to understanding the nuanced relationships within the caregiving dynamics while situating these experiences within the broader framework of nurturing care.
Results
The study offers significant insights into the role of grandfathers in caregiving within fractured family structures, highlighting four main themes: education as a pivotal tool, gender-transformative caregiving, economic hardship as a barrier, and the necessity of collective support systems. Grandfathers consistently framed education as a vital means for fostering social cohesion and addressing systemic inequities. One grandfather expressed, If these girls can attend a polytechnic or secondary school, I know they will reflect on their decision and recognize that returning to school will help them learn and prepare for their future”. This perspective reflects a proactive approach to breaking cycles of poverty and teen parenthood, positioning education as a key strategy for empowering marginalized girls.
The discourse surrounding caregiving revealed a shift in traditional gender norms. Grandfathers voiced their evolving roles in nurturing and supporting their grandchildren. As one grandfather noted, "When you come to our place, the child doesn’t know her mother; they know my wife as their mother, and I am the father.” This statement highlights how caregiving responsibilities are redefining relationships and identities within the family unit. Another grandfather added, “I think you understand me. The child is now two years and eleven months. So, the challenge is, we are trying to educate the girl and care for her child.” This sentiment underscores grandfathers’ emphasis on supporting adolescent mothers in continuing their education while managing their responsibilities.
The impact of economic challenges emerged as a critical barrier to educational equity. Participants expressed deep concerns regarding their financial limitations. One grandfather stated, "I have stress about how they will live, go to school, be dressed, and how they will eat. It is all on me as the parent,” highlighting the economic pressures they face and the lack of sufficient resources. Another grandfather remarked, “I must feel proud as these children are gifts from God; if an organization is there that can help me care for them, in the future, my two children will be leaders.” Their requests for economic support emphasize the interconnection between education and economic stability.
Participants highlighted the need for community-based support structures to enhance caregiving. One grandfather proposed, "It should happen in a group setting where the girls are supported as a group within the community." This reflects the value of collective efforts in mitigating caregiving burdens and underscores the importance of participatory solutions within the community to facilitate support networks.
Conclusion: The role of grandfathers as caregivers in Western Kenya serves as a profound reflection of the intersection between education, family dynamics, and societal stability in a divided world. As these grandfathers navigate the complexities of caregiving amid economic hardships and shifting gender norms, they embody a commitment to fostering empowerment and resilience. Their emphasis on education as a transformative tool underscores the critical need for inclusive strategies that not only support adolescent mothers but also promote intergenerational learning and collaboration within families. By re-examining the experiences of grandfathers, we can better understand the potential for education to bridge divides and cultivate environments of peace and hope. This perspective invites us to reconsider how caregiving roles can contribute to the well-being of future generations, highlighting the importance of solidarity and collective support in addressing systemic inequities and building a more equitable society.

Authors

• Silas Odhiambo Onyango, African Population and Health Research Center (APHRC)

• LINDA AWUOR OLOO, African Population and Health Research Center (APHRC)

• Patricia K Kitsao-Wekulo, African Population and Health Research Center