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University of Education, Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA MALE PRIORITIZATION OVER GIRLS' EDUCATION IN THE GOMOA EAST DISTRICT OF GHANA CHRISTOPHER ADU-YEBOAH DOCTOR OF PHILOSOPHY 2019 University of Education, Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA MALE PRIORITIZATION OVER GIRLS' EDUCATION IN THE GOMOA EAST DISTRICT OF GHANA CHRISTOPHER ADU-YEBOAH A thesis in the Department of Social Studies Education, Faculty of Social Science, submitted to the School of Graduate Studies, in partial Fulfillment of the requirements for the award of the degree of Doctor of Philosophy (Social Studies Education) in the University of Education, Winneba JULY, 2019 University of Education, Winneba http://ir.uew.edu.gh DECLARATION STUDENT’S DECLARATION I, Christopher Adu-Yeboah, declare that this thesis, with the exception of quotations and references contained in published works which have all been identified and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole, for another degree elsewhere. SIGNATURE: ...................................................... DATE:................................................................... SUPERVISORS’ DECLARATION We hereby declare that the preparation and presentation of this work was supervised in accordance with the guidelines for supervision of thesis as laid down by the University of Education, Winneba. Professor Yaw Ofosu Kusi (Principal Supervisor) Signature:………………….......................… Date:……………………………................... Dr. Lawrence Odumah (Co-supervisor) Signature:…………………............................. Date:…………………………………............. ii University of Education, Winneba http://ir.uew.edu.gh ACKNOWLEDGEMENTS I wish to express my profound gratitude to my principal supervisor, Professor Yaw Ofosu Kusi, Dean, Faculty of Social Science, University of Education, Winneba for not only guiding me throughout the thesis but also for making sure that I complete the thesis on schedule. I am grateful to him for the patience and the encouragement he showed throughout the writing of the thesis. May the Almighty God grant him long life. I am also very grateful to Dr. Lawrence Odumah Head of Department Social Studies Education, University of Education, Winneba not only supervising me throughout the work but also for the patience and encouragement he gave me whenever I approached him. Without his support and special interest I would not have been able to complete this thesis. I owe my present academic status to Professor Victor Antwi, Rev. Professor Asare Danso and Dr Alex Kwao who first gave me the desire for doctoral study and actually showed me how to begin. I also wish to express my gratitude to the parents, the young girls and especially my former and present Directors of Education Mr. Robert Mensah and Mrs. Belinda Anna Baidoo who shared their views on girls' education with me. My family deserves special mention especially my supportive wife Professor Mrs. Christine Adu-Yeboah. My children Nana and Maame whose encouragement throughout the course have gone a long way in seeing me through this work successfully. "Daddy what about your work, have you eaten"? These were their words whenever they called especially when I felt so tired from all the conferences, workshops and the numerous supervisory roles I had to perform. On top of all as I have to perform certain house chores a as I stayed alone far away from home. They were so much concerned about my health as I had to stay deep in iii University of Education, Winneba http://ir.uew.edu.gh the night to write and read whenever I came home on weekends. As students themselves at the university my children knew the ordeal I went through at this stage of my life. For my wife I can never thank her enough for her love and for taking good care of our children during my absence. At long last I can come home every weekend to play the role of a loving father. Finally, I would like to thank Justice Kwanin, Pastor Seth Oduro, Dr. Isaac Eshun and Prof. Kankam Boadu for their encouragement during this period of my academic career, without their unfailing support I could not have put my heart and soul into completing this thesis and to all the authors and publishers whose books, articles and dissertations I have read relevant to this thesis I say thank you. Any potential weaknesses or mistakes in this thesis are solely my responsibility. iv University of Education, Winneba http://ir.uew.edu.gh TABLE OF CONTENTS Content Page DECLARATION ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS v LIST OF TABLES viii LIST OF ABBREVIATIONS AND ACRONYMS ix ABSTRACT xi CHAPTER ONE: INTRODUCTION 1 1.1 Background to the Study 1 1.2 The role of the researcher 5 1.3 Statement of the Problem 13 1.4 Objectives of the Study 16 1.5 Research Purpose 16 1.6 Research Questions 16 1.7 Significance of the Study 17 1.8 Operational Definitions of Terms 18 1.9 Organization of the Thesis 23 CHAPTER TWO: LITERATURE REVIEW 25 2.1 Introduction 25 2.2 Colonialism and Educational Development in Ghana 26 2.3 Colonialism and Education Investment in Girls 30 2.4 Post Colonialism and Girls' Education 36 2.5 The Role of Women in Traditional Gomoa Society 38 2.6. Why do Parents Prioritize Males? 39 2.6. 1 Gender socialisation and girls' education 39 2.6.2 Household Decision 41 2.6.3 Household Asset 44 2.6.4 Household Birth Order and Sibling Sex Composition 46 2.6.5 Household Composition 48 2.6.6 Poverty and Girls' Education 50 v University of Education, Winneba http://ir.uew.edu.gh 2.6.7 Female Domestic Labour and Schooling 53 2.6. 8 Rural-Urban Residence and Distance 56 2.6.9 Initiation and Teenage Pregnancy 61 2.6.10 Early and Forced Marriage 63 2.6.11 Religion and Girls' Education 67 2.6.12 Parental Attitudes and Influence 72 2.6.13 Aged-old Support and Parental Expectation 75 2.6.14 Sexual Harassment, Verbal Abuse and Girls' Education 78 2.6.15 The Labour Market and Girls' Access to Education 80 2.6.16 Parental Education 85 2.7 Manifestation of Male Priority 89 2.8 Priority of Males and its Impact on Girls' Education 91 2.8.1. Priority for Males Lower Educational Attainment among Girls 92 2.8.2. Priority for Males Weakens Women‘s Human Capital Development in the Labour Market 93 2.8.3 Low Education Levels Lead to Vicious Cycle of Poverty 94 2. 8.4 Increase in Male Dominance 95 2.8.5 Limit Girls' Freedom, Perpetuate Adverse Cultural Practices and Gender Violence 96 2.8.6 Male Priority Leads to Large Family Size 97 2.8.7 Leads to Distortion Effect in Access to Technology among Women 99 2.9 Eliminating Male Priority 99 2.9. 1. Law on Gender Equality (LGE) 100 2.9.2 The Role of the Mass Media 100 2.9.3. Role of Civil Society 101 2.9.4 Improving the Status of Women 101 2.9.5. Increase Women's Participation in Decision-making 102 2.9.6 Female Teachers as Role Models 102 2.9.7 Abolishing School Fees 103 2.9.8 Supportive Measures for Girls 103 2.10 Summary: Gaps in the Literature 103 2.11 Theoretical Framework 104 2.11.1. The Relevance of Patriarchal Theory to Girls‘ Education 110 2. 11. 2 Summary 113 vi University of Education, Winneba http://ir.uew.edu.gh CHAPTER THREE: METHODOLOGY 115 3.0 Introduction 115 3.1 Research Design 115 3.2 Philosophical Considerations 116 3.3 Justification for using Qualitative Research 123 3.4 Research Site 126 3. 5 Population and Sample 129 3. 6 Data Collection 135 3.7 Data Recording 143 3.8 Data Analysis 145 3.9 Method of Data Verification 154 3. 10 Ethical Considerations 160 3.11 Chapter Summary 162 CHAPTER FOUR: PRESENTATIONS OF FINDINGS 163 4.0 Introduction 163 4.1 Background of Selected Participants 163 4.2 Findings and Discussions 169 4.3 Theme Development 170 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 239 5.1 Introduction 239 5.2 Summary of the Study 239 5.3 Major Findings 241 5.4 Limitations of the Study 244 5.5 Contributions to the Field 245 5.6 Conclusion 248 5.7 Implication for Policy 250 5.8 Recommendations 251 REFERENCES 254 APPENDICES 285 vii University of Education, Winneba http://ir.uew.edu.gh LIST OF TABLES Tables Page 3.1: A relationship between the three theoretical perspectives and research approaches. 120 4.1: Summary of research questions, themes, sub-themes and categories 171 4.2: Enrolment figures 222 viii University of Education, Winneba http://ir.uew.edu.gh LIST OF ABBREVIATIONS AND ACRONYMS ATUS American Time Use Survey BPFA The Beijing Platform for Action CAMF Campaign for female education CEDAWE limination of All Forms of Discrimination Against Women CIACentral Intelligence Agency CSA Centre for the Study of Adolescence DED District Education Directorate DAC Development Assistance Committee EFA Education for All EMIS Education Management Information System FCUBE Free Compulsory Universal Basic Education GES Ghana Education Service GCE Global Campaign for Education GCC Girl Child Coordinator GD Ghana District GEHD Gomoa East Health Directorate GLSS Ghana Living Standard Survey GOG Government of Ghana GSS Ghana Statistical Service JHS Junior High School ICWA Indo Canadian Women Association ILO International Labour Organisation IOM International Organization for Migration LGE Law on Gender Equality ix University of Education, Winneba http://ir.uew.edu.gh ISODEC Integrated Social Development Centre MDG Millennium Development Goals MOE Ministry of Education NER Net Enrolment Ratio NGO Non-Governmental Organisation OECD Organisation for Economic Development PTA Parents Teacher Association PRR Private Rate of Return SCF Survey of Consumer Finance SHS Senior High School SSA Sub Saharan Africa STMIE Science, Technology, Mathematics, Innovation and Education SWA South and West Asia UNO United Nations Organisation UNESCO United Nations Economic, Scientific and Cultural Organisation UNDP United Nations Development Programme WAEC West African Examination Council x University of Education, Winneba http://ir.uew.edu.gh ABSTRACT One of the basic goals of ameliorating gender inequality is education.