This study looked into the lived experience of solo parents at Laguna State Polytechnic University as to the knowledge and lens of Republic Act 11861. The research design used was qualitative with phenomenology as an approach. The study explored the experiences of solo parents at Laguna State Polytechnic University. Using the Interpretative Phenomenological Analysis, the study generated ten (10) superordinate themes which were Ambivalent Knowledge on RA 11861, Beneficial Implementation from the HEI, Effective Implementation of Benefits from HEI, Information Dissemination, Parental Support for the Child, Work-Life Balance, Strength of Solo Parents, Solo Parent Empowerment, and Positive Feedback from the Program. Ambivalent Knowledge of RA 11861 was one of the major themes of findings that was significant in the study due to some solo parents exhibiting some awareness and understanding of the specific provisions and benefits offered by the legislation. They were well-informed about their rights and entitlements, and they actively sought out information and resources to support themselves and their children. But they might not be fully informed about the rights and assistance available to them, and they might not actively seek out information or resources. This lack of awareness could stem from various reasons, such as limited access to information, financial constraints, or simply not knowing where to look for help. As an output, a set of action plans or activities was proposed to address the issue present from the findings of the study.
solo parents, phenomenology, empowerment, higher education institution.
Cite this Publication ―
Arla A. Redoña (2023), Empowerment: Republic Act 11861 Through the Lens of Solo Parents in Higher Education Institution. Multidisciplinary International Journal of Research and Development (MIJRD), Volume: 03 Issue: 01, Pages: 129-147. https://www.mijrd.com/papers/v3/i1/MIJRDV3I10010.pdf