Sociocultural practices and implications on girls' education in Baringo County, Kenya /

Abstract

This study aimed to examine the sociocultural practices and their implications on girls’ education in Baringo County, Kenya. Specific objectives include determining the implication of gender norms, cattle rustling, nomadic pastoralism, and female genital mutilation (FGM) on girls’ child education. Using a descriptive survey approach and grounded in the Social Policies Analysis Framework, the Push-Out Grounded Model, and the Theory of Overlapping Spheres of Influence, the research involved a target group of 1,008 female students, 13 school principals, and 6 education officials from Tiaty. A sample of 286 females was selected using Slovin’s technique, with simple random sampling for students and purposeful sampling for key informants. Data were collected through surveys and interviews, with quantitative data analysed using SPSS to conduct descriptive statistics and regression analyses. Qualitative data were examined thematically, incorporating direct quotations to reflect participants’ experiences. The findings revealed significant barriers to girls' education linked to sociocultural practices. Specifically, 13% of respondents reported having undergone FGM, with 22% missing classes during recovery, which accounted for 69.7% of the variation in academic performance. Gender roles were also a significant factor; 82% of girls reported being burdened by domestic chores, leading to 41% missing school due to household responsibilities. Moreover, nomadic pastoralism resulted in 46% of girls repeating grades and 63% experiencing school dropouts, contributing to 10.8% of the variation in educational outcomes. Cattle rustling disrupted schooling for 76% of respondents, causing 62% to miss exams and resulting in an 8.4% decline in academic performance. Overall, 58% of girls felt that sociocultural norms hindered their education, and 79% indicated that these practices affected their school transitions. The study concludes that sociocultural practices significantly impede girls' education in Baringo County. However, family and community support emerged as a crucial moderating factor, explaining 98.5% of the variation in educational outcomes. The research recommends enhancing community engagement, enforcing protective policies, and implementing educational interventions to safeguard girls' educational opportunities.