Female Access and Participation in Tertiary Education: Do Traditional Beliefs and Practices Matter?

Abstract

Society’s behavior is largely influenced by traditional practices, beliefs and perceptions. It is therefore probable that the likelihood of females continuing their education to the tertiary level would be affected by these practices, beliefs and perceptions. Achieving gender equality is one of the six goals of the global Education for All campaign that UNESCO leads (David, 2016). This paper reviews the question of gender disparities in educational access to tertiary education in Ghana in relation to traditional beliefs and practices. The focus was on the Odompo and Ayeldo communities in the Abura-Asebu-Kwamankese (AAK) District of the Central Region. A qualitative research paradigm was used for the study. Using the snowball sampling technique, a total of 33 respondents were sampled. Interviews were used to elicit their perceptions in relation to female access to tertiary education. It was found out that although community members support female education, the ability to financially support girls in school determined whether the girls would further their education. The traditional belief that the female would marry and leave the home influenced parents option to invest in the male child in tertiary education. Given the opportunity the girls themselves would rather participate in tertiary education. As there are positive perceptions towards female participation in tertiary education policy makers need to create conducive and attractive mechanisms that would induce females to access to tertiary education in the country. Policy and sensitisation need to continue to further promote female education and transform the patriarchal society through conscientisation and awareness creation