Cultural values in shaping the educational aspirations of female pupils in a few selected communities in Chisamba District

Vashit Chisenga; Rosemary Mulenga; Beatrice Mumbi Mwansa

Vashit Chisenga Kwame Nkrumah University, Department of Education https://orcid.org/0009-0004-1020-5103
Rosemary Mulenga Kwame Nkrumah University, Department of Education https://orcid.org/0009-0003-1368-9476
Beatrice Mumbi Mwansa Mulungushi University, Department of Education https://orcid.org/0009-0001-7278-820X

Keywords: Cultural values, educational aspiration, female pupils, community engagement

Abstract

This study explored the impact of cultural values on the educational aspirations of female pupils in selected communities within Chisamba District, Zambia. The primary objective was to identify the cultural factors that shape educational aspirations. Social-Cultural Theory, as developed by Lev Vygotsky (1978), provided the theoretical framework for the study. In a context where traditional beliefs often restrict girls’ education, understanding these cultural influences is essential for designing effective interventions to promote gender equality. A qualitative research design with a case study approach was employed, utilising interviews, focus group discussions, and document analysis to gather data from female pupils, parents, teachers, and community leaders. Simple random sampling was employed to select 36 participants, while purposive sampling was used to ensure the collection of relevant data. Thematic analysis, guided by the literature review and study objectives, was employed to analyse the data. Findings revealed that cultural practices such as early marriages and gendered labour divisions significantly impede girls’ educational progress. However, positive factors such as community support, family encouragement, and the presence of female role models were identified as crucial in fostering educational aspirations. The study concluded that addressing cultural barriers through community engagement, policy reforms, and improvements in school infrastructure is vital for enhancing girls’ educational opportunities. The study offers recommendations for communities, policymakers, and NGOs to create a supportive environment that promotes female education and empowerment.