Relationship between Socio-Cultural Factors and Gender Disparity in Enrolment of Students in Public Mixed Day Secondary Schools in Kericho County, Kenya.

Abstract

This study attempted to establish the relationship between socio-cultural factors and gender disparity in enrolment of students in mixed public day secondary schools in Kericho County, Kenya. The study was guided by Social Demand Theory. The study adopted a descriptive survey research design. The study targeted 124 mixed day secondary schools. The target population consisted of 124 principals and 9,418 students. Sampling techniques applied included purposive and systematic random sampling techniques. A sample size of the principals was determined using Kerlinger’s 30 per cent rule, whereas for the students Cochran formula was used. The sample size consisted of 38 principals and 384 students. Data for the study was collected by the use of questionnaires. There exists a statistically significant relationship between Socio-Cultural factors and Gender Disparity (r=0.536; p<0.05). The study found out that, early pregnancies among girls had the highest mean score of 3.28, and this was followed by students' negative attitude towards education with a mean of 3.02. This was followed by peer influence with a mean of 2.98. Parent's preference to educate a boy at the expense of a girl with a mean of 2.92. The study recommended that stakeholders and especially the county education ministry should develop and fund peer education programs through which they can outreach students from all over the county and encourage them to complete their secondary education cycle. Education providers and stakeholders should address early marriages, early pregnancies and domestic chores among girls to address gender disparity in enrolment.