Analysis of Cultural Factors Influencing Gender Inequality in Secondary Education, Tanzania - A Case Study of Schools in Kahama Municipality.

Lwitiko, Ambindwile (2025) Analysis of Cultural Factors Influencing Gender Inequality in Secondary Education, Tanzania - A Case Study of Schools in Kahama Municipality. Masters thesis, The Open University of Tanzania.

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Abstract

This study examines the cultural factors influencing gender inequality in secondary education within Kahama Municipality, Tanzania. Despite governmental efforts toward gender equality, significant disparities persist, driven largely by deep-rooted cultural norms at family, societal, and institutional levels. The research employs a mixed-methods approach with a convergent parallel design, collecting data from students, teachers, and parents across selected secondary schools. Using Hofstede’s Cultural Dimensions Theory as a theoretical framework, the study investigates family-level decisions, societal expectations, and institutional practices that limit educational opportunities for girls. The findings reveal that family perceptions of boys’ education as a priority, societal norms favoring early marriage, and institutional biases in school infrastructure and teacher expectations all contribute to gender inequality. These insights underscore the need for culturally sensitive policies and community awareness programs to challenge stereotypes and promote equal educational access. This study contributes to the understanding of gender disparities in education and offers recommendations for policymakers, educators, and community leaders to support gender equity in Tanzania’s rural and semi-urban educational contexts.

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