The Influence of Parental Factors on Girls’ Education in Ghana

Abstract

Available literature indicates that girls in Ghana face more challenges than boys in obtaining formal education. Meanwhile, girls’ education is influenced by various factors, with parental involvement playing a significant role in shaping educational outcomes. This study investigates the effects of parental factors on girls’ education, examining how parental characteristics, attitudes, behaviours, and socioeconomic status impact girls’ access to, participation in, and attainment of education in Ghana. Using a mixed-method approach, the study discovers a clear relationship between parents’ perceptions of their daughters’ educational chances and their educational history. Interestingly, parents who have never attended formal schooling are more likely than those who have some degree of education to mistrust their daughters’ capacity to enroll in and finish school. The results show that 36.5 percent of parents lack confidence in their daughters’ educational prospects, while 63.5 percent express confidence. The findings underscore the importance of addressing parental factors in efforts to achieve gender parity in education. It is argued that while stakeholders have made consistent efforts to overcome barriers to girls’ education, greater attention must be paid to addressing parental perceptions. Ultimately, addressing the factors influencing parental attitudes toward girls’ education is deemed critical for achieving tangible progress in promoting gender equality in education.