Title: PERCEIVED INFLUENCE OF GENDER ROLES ON COMPLETION OF SECONDARY SCHOOL EDUCATION IN TURKANA COUNTY
Authors:
*Daniel Emekwi Lokaale, Dr. Stephen Laititi Mutunga, PhD and Dr. Purity Gitonga, PhD
Abstract:
Effective education system encompasses the equal accessibility to all such that as students and teachers are engaged in learning process, no student is left behind (MOE, 2022). It is noted that the value of education is also emphasized locally as it is considered a catalytic tool that will enable Kenya achieve its vision of 2030 (KIPPRA, 2013). Therefore, as a student strives to acquire education, it becomes paramount that several factors such as gender roles have to always be kept in check to avoid any negative influence on education. The purpose of this study was to examine the perceived influence of gender roles on completion of secondary school education in Turkana County. The study was guided by student retention theory [SRT].The study used pragmatism paradigm, mixed methods approach including descriptive survey research design. The target population comprised of stakeholders from 67 public and private secondary schools who included 67 principals, 100 senior teachers, 200 parents, 377 form-two students, 6 sub-county educational officers and 356 secondary school drop-outs. Data was collected through close ended questionnaires, interviews, and focus group discussions. Secondary data was also collected from ministry of education and school sources. Study tools were piloted in 7 schools from Baringo County. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) version 26. Descriptive and inferential statistics were generated from the statistical analysis while thematic analysis was used on qualitative data. Pearson’s correlation coefficient was r=0.808** at α< 0.011 and 95% confidence level. When regressed amongst other variables like household incomes, infrastructure and availability of adequate teachers, gender roles were significant in influencing school dropout among students at p=0.004, α =0.05) with a coefficient of 0.263. The conclusions were that on the one hand, specific roles gave identity to the students, shaping their moral behaviors and attitudes. Deviation from specific gender roles, allocation of opposite gender duties and contradiction with customary roles resulted to conflicts between the students and the school management hence high number of students opting to dropping out of school. However, some students were able to cope with their roles but the majority of the female students were not able to do so causing the to drop out of school. The study recommended that more community awareness was required to change the narrative that there were specific gender roles for male and female students since in modern societies, most roles were transgender. In the current world, such mentality blocks chances for the student to benefit from education. Additionally, it was recommended that the MOE should establish policies aimed at empowering secondary schools towards offering training on household chores to both male and female students. This could be derived through adoption of Competence Based Curriculum (CBC) even in secondary schools. It is through this kind of training that student’s mentality would be changed. School management should also provide sensitization to parents during their meetings on the need to ensure that all students, whether male or female, got reasonable house chores to enable them have enough time to rest and learn.
Keywords: Gender Roles, Completion of Secondary School Education, Turkana County.
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