Since gaining independence in 1963, Kenya has made significant strides in expanding access to higher education, positioning it as a public good linked to national development, human capital formation, and individual well-being. However, despite these efforts, students from impoverished and rural backgrounds continue to face systemic barriers to access and success. Guided by a social justice framework and Holland et al.’s (2004) concept of “figured worlds”, the paper argues that access alone is insufficient for national development and human flourishing without addressing the contextual needs of marginalized learners. This paper draws on qualitative data from a study conducted at an urban university in Kenya, involving ten students primarily from rural areas. Using questionnaires, open ended interviews, and document analysis, the study explores how institutional structures and policies inadvertently exclude and marginalize disadvantaged students. The findings reveal that higher education in Kenya, rather than serving as a vehicle for upward mobility, often reproduces existing social inequalities. Factors such as high tuition fees, accommodation costs, and hidden expenses render higher education inaccessible to many, especially those living below the poverty line. These barriers are heightened by a broader trend toward the marketisation and privatisation of higher education, which is driven by globalisation and neoliberal policies. We argue that this has deepened educational inequities, especially for students from marginalised contexts. These developments have shifted institutional priorities toward profit-making, sidelining the public education sector that serves the majority of disadvantaged students. The study calls for a reconceptualization of equity frameworks and institutional strategies to ensure inclusive access, meaningful participation, and academic success for all students, particularly those from marginalized communities.

Keywords: Higher education, marginalization, social justice, equity, access.