Male prioritization over girls' education in the Gomoa East District of Ghana

Abstract

One of the basic goals of ameliorating gender inequality is education. This is recognised as a pivot for advancing women's well-being. However, the obstacles to achieving gender inequality are overwhelming, given the entrenched patriarchal positions in some cultures. Worldwide, boys are given more resources and opportunities than girls. This bias systematically weaves its way into how parents treat their children based on sex. The social positioning of the male child as linchpin of support for older persons and the perceived future role of girls as mothers, the patri-local marriage system, community pressure and the usefulness of girls at home affect the decision-making process regarding girls' education. The situation continues to remain a staggering problem in Ghana even though official documents and data give the impression that girls' participation in school has improved tremendously in the past decade. In this qualitative study, I sought to understand male prioritization on girls‘ education in the Gomoa East District of Ghana, a matrilineal society. The study was conducted in four selected communities within the district. Data collection was done through interviews, focus group discussion and direct observation. Parents, girls, community leaders and education officers served as participants for the study. The findings show consistency in parental arguments on values assigned to male education. While some differences existed between the views of urban and rural communities on girls‘ education, the common understanding was the need for girls to be educated. The implications drawn from this study are that gender awareness campaign and sensitizing parents on the need for education for all should be key in stakeholders' intervention to eliminate male priority. Else gender division as a form of deprivation will continue to operate in relation to the decision-making process by parents regarding girls' education.