Socio-Cultural Factors And Their Influence On Maasai Girls’ Participation In Secondary School Education In Narok County, Kenya

Abstract

The purpose of this study was to determine the influence of socio-cultural factors on maasai girls’ Participation in secondary school Education in Narok County. The specific objectives were to; analyze maasai girl’s participation levels in secondary school education in Narok County, Determine the influence of socio-economic factors in secondary school education in Narok County, Assess Cultural factors on girl’s participation in secondary school education in Narok County and establish advocacy initiatives on girl’s participation in secondary school education in Narok County. The study was carried out in Narok North and Transmara West constituencies of Narok County where the maasai are predominant. The research was conducted in 20 secondary schools in Narok County comprising 7 mixed schools and 3 girls’ schools from each constituency. A questionnaire was given to a sample of 181 teachers out of 400. Focus group discussions were conducted for 180 Maasai girls and an interview for 20 Principals. The study adopted mixed methods design encompassing descriptive survey approach and pragmatic philosophical paradigm that lean towards participatory/advocacy approach. Data analysis utilizes descriptive and non-parametric statistics. The research findings found enrollment of girls in Transmara West decreasing at the rate of 38.0 % in primary and 10.9% in secondary schools, while Narok North was increasing at the rate of 10% in both primary and secondary schools.Transition rates revealed that, for every 15 girls enrolled for KCPE, only 1 join secondary school in Transmara West and for every 10 girls, only 1 join secondary school in Narok North. Girls’ transition rate to University is 2.4% in Transmara West and 1.0% in Narok North. Teachers affirmed that poverty (81.2%) and negative attitude (82.9) influence girls’ academic performance and Principals (75%) reported that parents don’t pay school fees for their daughters. Most parents of the girls are illiterate, fathers (45.0%) and mothers (43.3%). A number of Parents (46.4%) are polygamous. Chi-square tests revealed significant relationships between girls’ participation in school education and; the fathers’ and Mother’s education (p=0.049) and (p=0.400), FGM (P=0.03), Pregnancies (p=0.00), Early marriages (p=0.03). Girls (89.9%), Teachers (86.7%) and Principals (75%) affirmed that most women are suppressed by maasai culture. The findings demonstrated better understanding that girls are victims of diverse circumstances that have pushed them to low participation in secondary school education because the policies are on paper rather than practice. Most girls drop out of school due to poverty, negative attitude, teenage pregnancies and early marriages. Majority of the maasai are still allowing the girls to undergo FGM at primary school level .FGM has been entrenched as a rite of passage and a means of controlling women behavior, teenage pregnancies but it has remain to encourage early marriages and for economic survival in terms of dowry, it also makes girls to shy off or absent in class and consequently lower their academic achievements. The study recommended for a combine efforts to enforce laws which violate the girls’ rights to education and encourage an inclusive participatory/advocacy approach in the community.