Exploring a Community’s Perceptions Regarding Girl-Child Education: The Case of Zwelibomvu, Durban, South Africa
DOI:
https://doi.org/10.25159/2412-8457/16343Keywords:
girl-child education , parents’ education background, patriarchal cultureAbstract
Girl-child school dropout is a major challenge in South Africa and yet the event of dropping out does not occur in isolation as there is an interplay between both immediate and community-level factors. The study aims to explore the perceived factors that contribute to girl-child school dropout in the community of Zwelibomvu in Durban, South Africa. A qualitative research design was adopted to gain in-depth insights into the lived experiences of both girls and parents on the issue of school dropout. Thirty girls from two secondary schools in Zwelibomvu were selected through purposive and snowball sampling as follows: a group of 10 girls who were enrolled in school; a group of 10 girls who had dropped out of school and subsequently returned; and a group of 10 girls who dropped out of school and did not return to school. In addition, 10 parents were selected resulting in 40 participants who participated in focus group discussions and semi-structured interviews. The experiences shared by the participants reveal that the educational levels, perceptions, and attitudes of parents significantly hinder the educational opportunities available for girls. It was evident that parents’ educational background plays a pivotal role in facilitating the girl child’s access to education and her retention at school until completion of the final grade. Furthermore, societal perceptions regarding education, particularly those that undermine the value of educating girls, were identified as contributing factors to the high dropout rate among girl children. These findings underscore the urgent need for community-based programmes that not only challenge entrenched gender biases but also emphasise the transformative power of educating a girl child. Such initiatives are necessary for dismantling the structural barriers that limit girls’ educational attainment, fostering a culture of gender equity and social change.
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