Abstract:
Despite efforts by researchers and institutions to promote women's empowerment, the
gender gap persists in higher education institutions. This study, therefore, sought to
examine the barriers to female higher education in Kopeyia, Hatsukope, and Tokor
communities in Ketu South Municipality. The study examined perceptions about
female higher education, sociocultural and economic factors that impede female
higher education, as well as the support systems available to them. Using a
convergent parallel design, the study gathered quantitative data from 355 female SHS
graduates that were selected using a disproportionate stratified sampling technique
and qualitative data from 10 participants, including 7 parents and 3 chiefs of female
SHS graduates who were purposively selected. Quantitative data was gathered using a
questionnaire, and qualitative data was gathered using a semi-structured interview
guide. Quantitative results were analyzed using frequency, percentages, and means,
whereas qualitative results were analyzed thematically. The study found that female
SHS graduates in the chosen communities’ value higher education, but this desire is
hindered by various socio-cultural and economic factors. Poor academic performance
was identified as the major barrier to female higher education; however, participants
disagreed that factors such as gender norms, early marriage, pregnancy-related issues,
traditional rites, and religious beliefs formed barriers to female higher education. All
economic barriers to female higher education were supported. Also, it was seen that
females receive little attention in terms of support systems for higher education.
Hence, all traditional rulers and NGOs should collaborate to strengthen support
systems to increase female higher educational enrollment.
Description:
A thesis in the Department of Social Studies, Faculty of Social Science, submitted to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of Master of Philosophy
(Social Studies) in the University of Education, Winneba
JANUARY, 2023