Influence of selected cultural norms on educational attainment among kipsigis women in Bomet East Sub[1] County, Bomet County, Kenya: a historical perspective

Abstract

Women’s educational attainment is crucial for promoting gender equality, improving health outcomes, and fostering economic development within families and communities. Educated women are more likely to participate in decision-making, access better job opportunities, and invest in the education and well-being of future generations. Despite the critical benefits of women's educational attainment, cultural norms often influence the extent to which women can access and complete their education. Government of Kenya has initiated various programs and policies aimed at enhancing women’s educational attainment and promoting inclusive, equitable access to learning opportunities. In spite of the interventions by the government of Kenya to improve women educational attainment, women educational attainment is still low as compared to that of men. This study aimed to determine the influence of selected cultural norms on Kipsigis women in Bomet East sub-county, Bomet County, Kenya. The study was guided by four objectives; to determine the influence of gender roles, marriage practices, rites of passage and parental perception on women educational attainment. The study was guided by two theories namely; structural functionalism theory and liberal feminism theory. Historical research design was adopted for the study. The study population was 7,081 participants consisting of 7,056 women in the four age sets according to the Kipsigis customs, 5 chiefs, 10 educationists and 10 elderly persons in Bomet East Sub- County. A sample size of 125 comprising of 5 chiefs, 5 females and 5 male educationists, 5 female and 5 male elderly persons 100 women distributed proportionately in the four Age set in the five locations of Bomet East Sub County was selected for this study. Data was collected using interviews presented to chiefs, elderly persons and educationists, while focus group discussions was used to collect data from women in various age sets. Piloting was done in Bomet Central sub county because it has similar characteristics and environment to the study. Reliability of the instruments was ascertained through pilot testing the interviews or focus group question. The instruments were validated using face and content validity while reliability was ascertained by subjecting data obtained from a pilot study to Cronbach's alpha reliability analysis, 0.7 reliability coefficient and above being the accepted threshold. Content validity of the research ascertained by expert judgment from the faculty of education and resource development while face validity was ascertained through use of appropriate line spacing, font size and logical arrangement of information. Qualitative data was analyzed basing on the themes. The findings of the study showed that marriage practices, gender roles, rites of passage and parental perception influence women’s participation in education. It was established that marriage practices, gender roles, rites of passage and parental perception have a significant influence on women’s educational attainment. The study recommends that education stakeholders sensitize communities on the importance of balancing household roles with girls’ education through awareness campaigns and community dialogue, enforce strict measures against practices such as female genital mutilation, early and forced marriages by engaging local authorities, elders, and religious leaders and launch community education programs highlighting the long-term benefits of educating girls for families and the society at large.