Socio-Cultural Factors Leading to the Marginalization of Girls in Accessing Secondary Education in Rural Zimbabwe: A Case Study of Mudzi District.

Chikwizo, Tracy (2020) Socio-Cultural Factors Leading to the Marginalization of Girls in Accessing Secondary Education in Rural Zimbabwe: A Case Study of Mudzi District. Masters thesis, The Open University of Tanzania.

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Abstract

This study addressed the concerns of the socio-cultural factors that lead to the marginalization of girls in accessing secondary education in Zimbabwe rural area: the case study of Mudzi district. It used case study design with two approaches; Qualitative and Quantitative, involving key informants and focus groups, interviews mixed with the use of Archival records for gathering whole sum evidence for “triangulation”. Probability and non-probability sampling were used. To analyse, Qualitative and Quantitative Data methods were used. The study revealed that a great deal of socio - cultural and patriarchal values and ideologies are embodied in the families, society, and schools. Students were overtly and covertly affected by the socio-cultural factors they are deeply rooted into. Girls compliance within rural Zimbabwe is difficult to quantify as they take over many roles which include domestic chores, care work, farming, marriage, biological effects of menstruation costs the list is endless. The study recommends that, governments should plan some special policies to improve female education, fully implemented, closely monitored and evaluated. NGOs should take into consideration all cultural factors and sensitivity that impede girls’ educational goals. Advocated to all stakeholders and translated into concrete action. Parent community members should challenge negative traditionally accepted customs in order to modernise in line with upholding women and girls’ rights to education. Girls should deconstruct the patriarchal roles, gender-based stereotypes engendered to them by defying the odds and pursuing school to prove that what men or boys can do, women and girls can do it equally well. Keywords: Access, enrollment, retention/dropout, equity, marginalistion factors and girl child.

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