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The Influence of Traditional Gender Roles and Power Relations on Women and Girls' Education and Health in Northern Ghana

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The Influence of Traditional Gender Roles and Power Relations on Women and Girls' Education and Health in Northern Ghana The Influence of Traditional Gender Roles and Power Relations on Women and Girls’ Education and Health in Northern Ghana Zitha Ngulube Thesis for B.A. degree International Studies in Education The Influence of Traditional Gender Roles and Power Relations on Women and Girls’ Education and Health in Northern Ghana Zitha Ngulube Thesis for B.A. degree in International Studies in Education Supervisor: Annadís Greta Rúdólfsdóttir Cynthia Trililani Education Studies University of Iceland School of Education June, 2018 The influence of traditional gender roles and power relations on women and girls’ education and health in Northern Ghana. This thesis satisfies 10 credits towards a B.A. in International Studies in Education, Faculty of Education Studies University of Iceland School of Education © Zitha Ngulube, 2018 This thesis may not be copied in any form without author permission. Printed by: Háskólaprent Reykjavik, 2018 3 Abstract An educated and healthy woman is a key contributor to the community and national development; however, women in Northern Ghana face challenges in these two areas due to gender inequalities. This thesis examines the influence of gender inequality amongst these rural women and girls through an analysis of the intersecting social relations of gender and poverty. The literature review shows that girls are denied access to basic education, and women struggle to access health services and decent work and together they are victims of discrimination. Women are also sidelined when it comes to the decision- making of essential issues. Thus, the central argument is that the deeply rooted inequalities that affect women and girls' access to education and healthcare facilities are a result of inherent gender roles and power relations that emanate from the male-dominated social and cultural structures. Research shows that geographical settings, economic status, and social and cultural structures are factors reinforcing unbalanced gender roles that contribute to the rural women and girls' limited access to education and healthcare facilities. This thesis indicates that an educated woman has a positive influence on the education of her children, especially girls. She is also more able to alleviate poverty and manage health issues as well as access health services. Keywords: Intersectionality, gender inequalities, gender roles, power relations, girls’ education, access to healthcare, patriarchal, Northern Ghana 4 Table of Contents Abstract ........................................................................................................................4 Table of Figures .............................................................................................................7 Preface ..........................................................................................................................8 1 Introduction ...............................................................................................................9 2 Theoretical Framework and Methodology ............................................................. 12 2.1 Theoretical Framework ............................................................................................ 12 2.2 Methodology .............................................................................................. 13 3. Understanding Gender Roles and Power Relations ................................................ 14 3.1 Agents of socialisation ............................................................................................. 15 3.2 Gender Stereotypes .............................................................................................. 16 3.3 Gender Power Relations .......................................................................................... 17 4 Background of Ghana ............................................................................................... 19 4.1 Historical, Social and Cultural Structure .................................................................. 19 4.2 Demographic Background ....................................................................................... 20 4.2.1 Population ........................................................................................ 20 4.2.2 Education ........................................................................................ 21 4.2.3 Health ........................................................................................ 21 4.3 Situating Northern Ghana: Education and Health Issues ........................................ 22 4.4 The Process of Migration and the Situation of Northern women in the South ...... 23 4.4.1 History of Migration from North to South ....................................................... 23 4.4.2 Work and Living Conditions ............................................................................. 24 4.5 The National Gender Policy of Ghana ..................................................................... 26 5. Limitations and Barriers to Women and Girls’ Access to Education and Healthcare Facilities in Northern Ghana .................................................................................. 29 5.1 Cultural Barriers .............................................................................................. 29 5.2 Economic Barriers .............................................................................................. 31 5.3 Geographic and Physical Barriers ............................................................................ 32 6. Why the Education and Health of Women Matter ................................................. 34 6.1 The Impact on national development ..................................................................... 34 5 6.2 The Impact on Individual Development ................................................................... 36 7 Conclusion .................................................................................................... 39 References .................................................................................................................. 41 6 Table of Figures Figure 1 Generational impact of educating girls (Shabaya & Konadu-Agyemang, 2004) ..................................................................................................................... 34 Figure 2 Total fertility rate by education attainment in Ghana in 2000 and 2010 (Ghana Statistical Service, 2014) ........................................................................... 35 Figure 3 The relationship between education and maternal/reproductive health in sub-Sahara Africa among child marriage (UNESCO, 2013) .................... 36 Figure 4 The relationship between education and stunted children in low- income countries (UNESCO, 2013) ........................................................................ 38 7 Preface The foundation of this thesis originates from my interest in the power relations that operate in social structures, especially in the gender category. Writing this thesis helped me enhance my knowledge and understanding of the effects of gender roles and power relations on the education and health of rural African women. It also helped me understand that women’s gender intersects with various other factors that fuel inequalities. Gender equality will remain an ongoing fight! I could not have achieved this level of success without a strong support group. To start with, I would like to thank my mother, family and friends for their love and encouragement. I would also like to thank the teachers in the ISEP for their wisdom and support throughout the program. This thesis was written solely by me, the undersigned. I have read and understand the university code of conduct (November 7, 2003, http://www.hi.is/is/skolinn/sidareglur ) and have followed them to the best of my knowledge. I have correctly cited to all other works or previous work of my own, including, but not limited to, written works, figures, data or tables. I thank all who have worked with me and take full responsibility for any mistakes contained in this work. Signed: Reykjavík, 8 May, 2018 Zitha Ngulube. 8 1 Introduction Access to quality education and good healthcare facilities is amongst the fundamental rights of every human being and also inclusive in the 17 sustainable development goals (SDGs) initiated by the United Nations in collaboration with its member states. The UN aims at dealing with global challenges and improving the livelihood of members of society as well as creating a sustainable environment for the future generations via these set goals. Nevertheless, while considerable effort is being made in the attainment of the goals, progress in sub-Saharan Africa continues to linger (UNESCO, n.d.). Moreover, within these African countries, fundamental challenges around education and health affecting vulnerable populations remain. Also, nuanced inequalities emanating from different socio- economic backgrounds result in differences in how these challenges are encountered in communities. Among the groups that are vulnerable to these inequalities are women and girls, due to their position at the bottom of the social pyramid (Lindsey, 2005). The disparities experienced by women and girls negatively affect their educational attainment and health, which are essential aspects of their livelihood. Consequently, scholarly focus on gender issues has resulted in an understanding of the inequalities women experience globally. However, depending on the society, women are experiencing and attending
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