Stereotyping of the girl learner within the context of gender equality in education: A cultural perspective

Culture is instrumental in any given society for its own good. However, culture can also be detrimental to gender equality especially as regards education of the girl-child today through stereotyping of the girl-child. Over the years, education policy has focused on access and equality; but the enrollment gap between girls and boys are not being closed. The purpose of this study was to give an understanding of how cultural stereo-typing among pastoral communities has been an impediment in the realization of equity in Basic Education in Kenya. The study using the Social Identity Theory (SIT) and Qualitative approach established that cultural stereotyping of the girl child contributes to gender inequality in education among the Turkana community. The study recommends a cultural change in communities and households in respond to social and economic changes and development experienced in education in the country in the last two decades.