Gender and Early Childhood Education Programme: A Central Focus of Research Evidence in Ghanaian Universities

Abstract

Gender imbalance remains a persistent concern in early childhood education (ECE) programmes in Ghanaian universities. This study examined gender disparities in enrolment and students’ perceptions of ECE programmes at the University of Education, Winneba, and the University of Cape Coast. A quantitative descriptive design was adopted. The study population comprised 194 final-year ECE students, of whom 128 participated. Data was collected using a structured, self-designed questionnaire and analysed using frequencies, percentages, means, standard deviations, an independent samples t-test, and one-way ANOVA. The findings show that 35.2% of respondents were male and 64.8% were female. Overall perceptions were generally unfavourable, with respondents strongly associating ECE with women’s work and perceiving men in the field as being looked down upon. Respondents also agreed that the field is insufficiently lucrative and associated with low salaries. A statistically significant gender difference in perceptions was reported, with female students showing more positive perceptions than male students. Perceptions also differed significantly across age groups, with older respondents recording higher mean scores. The findings indicate that societal stereotypes and perceived economic limitations are important factors associated with low male participation. The study recommends targeted awareness campaigns, gender-sensitive teacher education, mentorship, scholarships, improved career-development opportunities, and measures to strengthen the professional status of ECE. These approaches may support more inclusive participation in ECE programmes in Ghanaian universities.