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Research Paper | Education Management | Kenya | Volume 9 Issue 9, September 2020
Effect of Gender Roles on Retention of Boys in Primary Schools in Kenya
Salome Koskei | Dr. Florence M. Itegi | Dr. Peter N. Muchanje
Abstract: Retention of pupils in school is important in the attainment of educational goals. There has been concerted effort to ensure girls remain in school and some positive results have been realized over time. However, there is a growing concern that retention of boys in primary schools particularly in pastoral regions in Kenya is declining. This study sought to address this concern by establishing the influence of male gender roles on retention of boys in primary schools in West Pokot County. The study employed mixed methods research design, specifically parallel convergent approach. Quantitative data was collected using questionnaires from 211 head teachers 223 class teachers and 339 class eight boys while qualitative data was collected using interview schedules from five Sub-county Quality Assurance and Standards Officers. The study established that male gender roles in particular herding, rite of passage, inheritance of family wealth, cattle rustling, child labour and community defense influenced retention of boys to varying degrees in this area. In view of this, the study recommends increased sensitization of the community on harmful cultural practices such as adjustment of rite of passage time to coincide with school holidays, government to initiate economic empowerment of parents to reduce child labour, schools to come up with school-community initiatives to demystify schooling to the community so as to discourage boys drop out, the government through the ministry of education should establish more boarding schools and rescue centers for boys escaping harmful cultural practices and schools should use alumni and other local professionals to mentor the boys.
Keywords: Pastoralist, Gender roles, Retention, Culture, Boy, Education, primary school
Edition: Volume 9 Issue 9, September 2020,
Pages: 503 - 510