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“I Want to Go to School, but I Can't”: Examining the Factors That Impact

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“I Want to Go to School, but I Can't”: Examining the Factors That Impact ―I Want to go to School, but I Can‘t‖: Examining the Factors that Impact the Anlo Ewe Girl Child‘s Formal Education in Abor, Ghana A dissertation presented to the faculty of The Gladys W. and David H. Patton College of Education and Human Services of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Karen Yawa Agbemabiese-Grooms August 2011 © 2011 Karen Yawa Agbemabiese-Grooms. All Rights Reserved. 2 This dissertation titled ―I Want to go to School, but I Can‘t‖: Examining the Factors that Impact the Anlo Ewe Girl Child‘s Formal Education in Abor, Ghana by KAREN YAWA AGBEMABIESE-GROOMS has been approved for the Department of Educational Studies and The Gladys W. and David H. Patton College of Education and Human Services by Jaylynne N. Hutchinson Associate Professor of Educational Studies Renée A. Middleton Dean, The Gladys W. and David H. Patton College of Education and Human Services 3 Abstract AGBEMABIESE-GROOMS, KAREN YAWA, Ph.D., August 2011, Curriculum and Instruction, Cultural Studies ―I Want to go to School, but I Can‘t‖: Examining the Factors that Impact the Anlo Ewe Girl Child‘s Formal Education in Abor, Ghana (pp. 306) Director of Dissertation: Jaylynne N. Hutchinson This study explored factors that impact the Anlo Ewe girl child‘s formal educational outcomes. The issue of female and girl child education is a global concern even though its undesirable impact is more pronounced in African rural communities (Akyeampong, 2001; Nukunya, 2003). Although educational research in Ghana indicates that there are variables that limit girl‘s access to formal education, educational improvements are not consistent in remedying the gender inequities in education. In essence, this research inquiry contributes literature on the subject by examining factors impacting the Anlo Ewe girl child‘s formal educational outcomes in Abor, Ghana. I employed a qualitative method for this research to inform the ethnographic case study approach in order to answer the research questions. Data was collected in Abor, Ghana, for a three-month period. Data collection strategies included semi-structured interviews, focus group discussions, observations, and analysis of Ghana government education policy documents. The interviews of Anlo Ewe girls, parents, teachers, administrators, opinion and traditional leaders, elders, and clergy on factors that impact girls‘ formal educational outcomes were analyzed. 4 The findings of the research revealed four major factors that contribute to Anlo Ewe girls formal educational outcomes. The factors included the context of government policies and girl child education initiatives; school environment and administrative structures; socio-cultural; and economic challenges. In the Anlo Ewe socio-cultural milieu, the socialization process is significant in understanding uncodified policies within the home, community, and school that places the girl child in the role of subordination to males; hence, these uncodified policies were essential to why girls drop out of school. The dilemma of male teachers and school administrators in positions of power, the behaviors towards girls in schools, and the local patriarchal sociopolitical structures are major issues that hinder the educational, economic viability, and employment potential of the Anlo Ewe girl child. The mosaic of voices used in this study provided the data needed to draw a larger picture that explains why girls in this study say, Medibe mayi sukuu gake, nyemate ŋui o [I want to go to school, but I can‘t]. Approved: _____________________________________________________________ Jaylynne N. Hutchinson Associate Professor of Educational Studies 5 Dedication I give thanks to God, from whom all blessings flow. This dissertation is dedicated to my parents, Norma Jean Goodwyn and the late Charles Alfred Grooms, Sr. who taught me to believe that if I could dream it, I could achieve it. and To my forebears whose names are both known and unknown. Their hard work and sacrifices are indelibly etched in my memory. Through their sufferings, they had hope that one day their posterity would be free. I am that posterity of their faith. 6 Acknowledgments I wish to express my gratitude to the many persons who assisted me and encouraged me in the process of my academic success. I am most of all thankful to God, who has truly been my rock. I gratefully acknowledge the advice and support of my dissertation committee. Dr. Diane Ciekawy, who is my exemplar, gave generously of her time and knowledge to my work. I will forever be indebted for the many ways she provided me with insight into the world of ethnographic research. Dr. Najee Muhammad, our conversations and the advice provided to me have always been enlightening and inspiring. Dr. Paschal Younge‘s eagerness to serve gave me hope that this was achievable. Dr. Jaylynne Hutchinson, my dissertation chair, took up the mantle and I am forever grateful. She worked hard under very difficult conditions and demonstrated an impressive professionalism that provided me with the quality of scholarship and character I seek to emulate. An important debt is owed to the Department of African Studies, most especially, Dr. Stephen Howard for financial support and guidance during my years in this process. The Department of African American Studies have been instrumental in providing financial support to assist in my academic and professional growth. Thank you Dr. Ronald Stephens, Dr. Vibert Cambridge, and Ms. Deanda Johnson. My sincerest appreciation goes to Simon Kpemlie, along with his wife and children, who opened his home during my data collection in Abor, Ghana. I would like to extend my appreciation to all of my informants and the community of Abor, Ghana, who 7 allowed me to enter into their lives, homes, and schools. A big thank you also goes to Uncle Shelter Aidam and Mad. Rejoice Attippoe (Mama Ree). I particularly want to express my deepest gratitude to my family for their support. A special thanks and debt of gratitude is due to my husband, Dr. Padmore Enyonam Agbemabiese who at times arguably critiqued my work. I am grateful for his inspiration, utmost support, and the fortitude he provided me throughout this journey. To my children, Danielle Elise Jackson and Chantel Lolita Grooms, you are extremely important to me, and I sincerely thank you for your patience. My grandchildren, Caleb Malik, Camia, and Caley, you bring me great joy and hope for tomorrow. I owe my dear friends, Dr. Deborah Dennis, Beth Sertell, and Marquetta Peavey, for their critical eye and honest feedback. Their questions gave me a great deal to think about. I would be remised not to express words of gratitude to my dear and lifelong childhood friends Beverly Tate, Marcia McKnight, Dorinda Church, and Jacqueline Childs; as agreed, this accomplishment is for all of us. To anyone and everyone who provided me with prayers, support, encouragement, and guidance throughout this strenuous process, I say to you, Akpe, ka ka ka [Thank you very much]. 8 Table of Contents Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 5 Acknowledgements ............................................................................................................. 6 List of Tables .................................................................................................................... 11 List of Figures ................................................................................................................... 12 Chapter 1: Introduction to the Study ................................................................................. 13 Background to the Study .............................................................................................. 16 Significance of the Study ............................................................................................. 24 Statement of the Problem ............................................................................................. 26 Research Questions ...................................................................................................... 28 Delimitations/Limitations of the Study Overview ....................................................... 28 Overview of the Theoretical Framework ..................................................................... 31 Researcher Positionality ............................................................................................... 32 Definitional Terms ....................................................................................................... 37 Summary ...................................................................................................................... 41 Chapter 2: Review of the Literature .................................................................................. 43 Introduction .................................................................................................................. 43 Education during Pre-Colonial Period (Before 1592) .................................................. 43 Pre-colonial Indigenous ―Schools‖ (Before 1592) ....................................................... 45 Formal Education during Colonial Period (From 1592 to 1957) ................................. 56 Post Colonial Education Period (From 1957 to Present)
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