Browsing by Author "Nasania, Scholastica Mvanda"

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    Socio-cultural factors that influence secondary school girls’ academic achievement and career aspirations among the Sukuma people
    (2004) Nasania, Scholastica Mvanda
    Social-cultural factors in Sukuma society are presumed to influence secondary school girl’ academic achievement and career aspirations in various ways. This study investigated the effect of social-cultural factors on girls’ education in Mwanza. It was carried out in Ilemela and Nyamagana districts in Mwanza region. The main objective was to explore factors that influenced girls’ academic achievement and career aspirations. A total of 185 respondents participated in this study. The comprised students, teachers, counselors and selected secondary school heads. The survey method was used for data collection. The instruments comprised questionnaires, interviews and documentary review. The findings revealed that girls’ academic achievement at both school level and in the National Examination was relatively low compared to that boys. Socio-cultural factors were assumed to influence girls’ academic achievement and career aspirations among the Sukuma negatively. The basic factors comprised poor socio-economic family background; sex role stereotypes; negative attitudes of significant others i.e. teachers, parents and the community; lack of self confidence ; lack of school and home motivation and lack of guidance and counseling for girls from homes and at schools. It was recommended that: • The local government sensitize the communities on the importance of promoting girls’ educational achievement to enable them compete with boys • Families should be educated on promoting equal rights and access to education for boys and girls. • Teachers and school heads should provide academic and career guidance and counseling to empower and restore girls’ self-confidence in their abilities to pursue quality education. Finally the prejudice against girls resulting from the social-cultural values and community stereotypes that puts girls at disadvantage should be seriously addressed at all levels of education.