Influence of Selected Socio-Cultural Factors on Girls? Enrolment and Retention in Public Secondary Schools in Mandera Central Sub-County, Mandera County, Kenya

Disparities in access to education translate to disparities in benefits derived from investment in education in both individual and societies. If the disparities are not addressed then the goals of equity and efficiency will not be achieved. Disparities in enrolment and retention on the basis of gender and region are attributable to socio-cultural factors. This study aimed at establishing the extent to which selected socio-cultural factors influence enrolment and retention of girls in public secondary schools in Mandera Central sub-county. This study was based on Liberal Feminism Theory by Wollstonecraft. The theory primarily focuses on women’s ability to show and maintain equality through their own actions and choices. It advocates for equal rights of boys and girls towards education. Questionnaires and interview guides were used to collect data. Reliability of the instrument was established as 0.85 which is above 0.70 acceptable threshold for social science studies. Data was collected from 8 principals, 44 class teachers, 200 girls and two key informants. Descriptive statistics was used to analyze data. The study established that socio-cultural factors influence enrolment and retention of girls in public secondary schools in Mandera Central sub-county and that the disparities between boys and girls are attributable to preference of boy child, early marriages and pregnancies, inadequate role models and domestic chores. Based on the findings, it is recommended that the parents and community at large should be sensitized on the importance of girls education, more female teachers and administrators to act as role models and enhance guidance and counseling for girls.