East African Journal of Arts and Social Sciences

The Role of Strategic Communication in Girls and Women's Empowerment in Kenya's Arid and Semi-Arid Lands (ASALs)

2025-10-10T05:15:35+00:00

Background and Problem Statement: In many African contexts, women and girls face systematic marginalisation through the denial of fundamental rights and exposure to various forms of violence. At critical developmental stages, girls encounter barriers including forced early marriages, female genital mutilation, and exclusion from educational opportunities, particularly in rural and culturally conservative settings. These challenges manifest as systemic discrimination that perpetuates gender inequality across socio-economic development spheres. Relevance and Objectives: Strategic communication has emerged as a crucial tool to break down barriers that hinder progress toward gender equality and women's empowerment. This study investigates how strategic communication can transform the position of women and girls in Kenya's ASAL regions, focusing on communication's role in advocating for gender equality and examining lessons learned from various programs and initiatives. Methodology and Key Findings: Through qualitative document analysis of policy frameworks, organisational reports, and academic literature, this study identifies that community engagement platforms such as barazas, women's group meetings, advocacy campaigns, media initiatives, and digital platforms effectively raise awareness and promote behavioural change. Strategic communication methods work effectively in ASALs by leveraging culturally appropriate channels, utilising local languages, and incorporating traditional communication structures to overcome barriers posed by illiteracy, limited connectivity, and patriarchal resistance. Conclusions and Recommendations: The study reveals that while strategic communication offers immense opportunities for reshaping gender dynamics through various media channels and community dialogues, significant challenges remain, including cultural resistance, limited digital literacy, and weak policy implementation. Effective strategic communication requires coordinated efforts among stakeholders, gender-sensitive programming, and integration of traditional and modern communication approaches to achieve sustainable women's empowerment in ASAL contexts.

How Single Motherhood Shapes Student Performance in Akheri Ward, Arusha

2025-10-10T05:15:35+00:00

This study examines the impact of single motherhood on the academic performance of children in Akheri Ward, Arusha, Tanzania. Grounded in the Family Deficit Model and Social Exchange Theory, it explores the emotional, economic, and social dimensions that shape educational outcomes in single-mother households. Using a mixed-methods design, data were collected from students, single mothers, and teachers through surveys, interviews, and field observations. Findings reveal that children raised by single mothers often face distinct challenges—including emotional vulnerability, financial hardship, and limited parental support—that hinder academic engagement and achievement. Yet, the study also uncovers powerful narratives of resilience: mothers actively support their children’s education through informal networks, while students demonstrate motivation and maturity in the face of adversity. These adaptive strategies reflect reciprocal relationships and community-based coping mechanisms. The study underscores the need for targeted interventions that address both structural barriers and emotional realities affecting student success. It contributes to the growing discourse on family structure and education in East Africa, offering practical insights for educators, policymakers, and community stakeholders committed to supporting vulnerable learners

Effects of Child Abuse on Pupils’ Education in Primary Schools in Longido District Council, Tanzania

2025-10-10T05:15:35+00:00

The study focused on the effects of child abuse on pupils’ education in primary schools in Longido district council, Tanzania. The objectives of the study were to find out the extent to which child abuses affect the completion of primary education and determine the possible strategies to eliminate the effects of child abuse on the completion of primary education. Family system theory & Interpretivism philosophy guided the study. The study adopted a descriptive survey research design. Data were gathered through a questionnaire and interpopulation of 1051 & s 136 sample size, which included pupils, teachers, head teachers, parents & DEO were randomly and purposively selected. The research experts validated the instruments to determine content validity. Reliability of the teacher’s questionnaire was determined by conducting a pilot study, and the data were tested using the Guttmann Split-Half method and correlated at r = 0.887. Credibility & dependability of qualitative data were established through detailed reporting of the research process, peer debriefing, and triangulation. Quantitative data were analysed using descriptive statistics in SPSS version 23, and results were presented in tables of frequencies and percentages. Qualitative data were analysed thematically and presented by direct quotation. The findings revealed that child abuse, particularly psychological maltreatment and emotional neglect, is strongly associated with low self-esteem that disrupts learning and motivation. Sexual abuse frequently leads to early pregnancy, mental health harm, school withdrawal, and dropout. Also, corporal punishment by teachers causes fear, avoidance, and withdrawal. In conclusion, a safer school climate increases engagement and trust in education. The study recommended the need to educate society about child abuse to minimise and eradicate cases of child maltreatment within the communities in Longido district.