Resistant to Change Frustrates Maasai Girls’ Learning Outcomes in Secondary School Education in Kenya
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
Daystar University
Abstract
The purpose of the study was to investigate why Maasai community
continues with harmful Cultural practices and determine their
influence on girls’ participation in Secondary School Education in
Narok County. A questionnaire was given to a sample of 181
teachers out of 400. Focus group discussions were conducted for 180
Maasai girl students and an interview for 20 Principals. The study
adopted mixed methods design and pragmatic philosophical
paradigm. Data analysis utilizes descriptive and non parametric
statistics. The research findings found enrollment of girls in
Transmara west decreasing at the rate of 40 % (primary) and 10%
(secondary) and Narok North increasing at the rate of 10% in both
primary and secondary schools. 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% (Transmara West) and 1.0%
(Narok North). Pearson tests reveals significant relationships
between the parents’ education (p=0.04) and mediating cultural
factors; FGM (P=0.03), Pregnancies (p=0.00), Early marriages
(p=0.03) on girls’ participation. The findings demonstrate that the
Maasai cling to their customary practices for fear of exploitation,
exposure to poverty and teenage pregnancies. The argument for
FGM continuation is that the practice is a traditional cultural rite of
passage which guarantees girls’ marriage. However, the practice has
made the girls to shy off or absent in class and consequently
lower their academic performance. The study recommended for
empowerment and enforcement of women and girl’s rights
through participatory/advocacy for education-in-culture and
culture-in- education.
Description
Journal Article
Keywords
Culture, Change, Resistant, Learning Outcomes
Citation
Rotich, S. K., Ayiro, L. P. & Sang J. (2020). Resistant to Change Frustrates Maasai Girls’ Learning Outcomes in Secondary School Education in Kenya. Daystar University.