Socio-cultural Barriers to Female Progression into Tertiary Education in Ghana: Exploring Options to Enhance Female Leadership Quality

Abstract

Socio-cultural barriers remain a significant obstacle to female progression into tertiary education in Ghana, particularly in Ghanaian rural districts. This study explores the socio-cultural practices that hinder female students from advancing to attain higher education. Guided by an interpretivist paradigm and employing qualitative case study design, the research engaged 20 participants, including female senior high school graduates who could not make it to the tertiary institution, parents, teachers, counsellors, and Ghana Education Service officials. Data were collected using semi-structured interviews and analysed through thematic analysis to uncover pattern narratives. Findings reveal that poverty, lack of role models and inadequate support systems are among the social factors impeding female students’ educational progression into tertiary level. Additionally, cultural practices such as gender roles, early child marriage, gender stereotype, cultural rites and misinterpretation of societal norms, perpetuate exclusion and reinforce systemic barriers to for female students’ progression into tertiary institutions. The study concludes that addressing these barriers requires a multifaceted approach, involving community sensitization, enforcement of child rights marriage laws, expanding scholarship opportunities, and mentorship programs for girls. These strategies are imperative for unlocking women’s potential to contribute meaningfully to community and national development through their quality leadership.