Influence of Socio-Cultural Factors on Boy-Child Access to Secondary School Education in Sameta Sub-County, Kenya

Abstract

In the recent past, the boy child has been under several problems which are mainlyas a result of the behaviours and traditions in the society. There has been an extensive and broadening problem and numerous challenges facing the boy child in secondary schools in Kenya. According to the United Nations Organization’s 1948 Universal Declaration on Human Rights, education is a basic right to all individuals who fall within member countries.  However, there has been a lot of focus on girl child leading to marginalization of boy child. This is equally the case in the study area.  The purpose of the study was to assess the socio-cultural issues faced by the boy-child in his pursuit for secondary school education within Sameta Sub-County, Kisii County, Kenya. The study was based on a cross-sectional exploratory study design using qualitative data collection methods. In-depth interviews, questionnaires, case narratives and key informant interviews were used as main methods. Data was analyzed by use of both descriptive and inferential statistics. The study established that economic challenges, social challenges and social-cultural challenges negatively and significantly influence access to education by the boy child. The study recommends that; the parents, the community, the government and other civil organization should not Marginalize and criminate boy child but consider them for financial support so as to enable them access education; guiding and counselling programmes in schools should be enhanced among boys to help them overcome psycho-social problems and other social challenges and that the Governments should pursue pro-boys policies that enhance boy child access to education.