Parental Gender Influence in the Boy Child Education: A Case Study of Primary Schools in Nyeri County, Kenya

Abstract

Parents are the significant others from whom children learn through observation, imitation and role modelling. Literature reviews that parent’s gender have different roles in child development and influence education performance especially when fathers are positively and directly involved. The study intended to enquire on the roles of the different genders on the boy child education, The influence of such participation in the boy child’s education. Stratified, purposive and random sampling techniques were used to select 220 boys, 440 parents and 22 class three teachers from 22 public primary schools. Questionnaires, interview schedules and document analysis were utilized to collect data. Qualitative data collected through interviews were categorized into themes and discussed qualitatively. Statistical Package for Social Sciences (SPSS) was used to summarize and organize quantitative data for analysis. Quantitative data was analyzed using the Chi-square test and presented using frequency tables and charts which formed the basis for discussions. Findings revealed that fathers participated in financial activities while mothers were active in all education activities including financial activities. Findings from teachers and boys concluded that Fathers were absent in the lives of the boy child and boy’s academic achievement is attributed to mothers. Fathers mention in academic activities resulted to above average performance in the boy child. The study recommended that parents should be sensitized on their role in the boy child education and encouraged. Education polices and school parent teachers’ association should emphasize on the role of each parent in child development and education. Education awareness should be encouraged among men to empower them on their roles and the impact direct involvement has on child development and education.