Influence of Cultural Values on Rural Girls' Education in Zambia: A Pairwise Case of the Bemba and Tonga Ethnic Groups

Autor/inn/en	Nanyangwe-Moyo, Tina; Moyo, Nkuye; Zheng, Xiaoying; Guo, Chao
Titel	Influence of Cultural Values on Rural Girls' Education in Zambia: A Pairwise Case of the Bemba and Tonga Ethnic Groups
Quelle	In: Educational Research and Reviews, 15 (2020) 11, S.668-678 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Cultural Influences; Social Values; Sociocultural Patterns; Ethnic Groups; Rural Areas; Females; Children; Adolescents; Barriers; Educational Attainment; Attendance; Dropout Rate; Community Attitudes; Family (Sociological Unit); Group Unity; Sex Role; Behavior Standards; Social Behavior; Work Ethic; Marriage; Power Structure; Foreign Countries; Zambia + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Sozialer Wert; Soziokulturelle Theorie; Ethnie; Rural area; Ländlicher Raum; Weibliches Geschlecht; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsabschluss; Bildungsgut; Anwesenheit; Familie; Gruppenidentität; Geschlechterrolle; Social behaviour; Soziales Verhalten; Arbeitsethos; Ehe; Ausland; Sambia
Abstract	The aim of the study was to profoundly gain understanding into specific cultural values that underlie traditional practices which pose as barriers to rural girls' education in Zambia. A pairwise case study approach was used to identify and describe types of cultural values prevalent in the Bemba and Tonga ethnic groups of Zambia. A total of 28 interviews (16 focus group discussions and 12 key informant interviews) were carried out with community members and school heads in Choma and Kasama, to verify specific proximate barriers associated with school-going girls. Thematic data analysis was performed using NVivo 12. The study identified six broad values that the two ethnic groups mutually desired. Security and protection, purity and propriety of a woman, conformity, respect, generosity and hard work. Conversely, power and possession, and unity were specific to Tongas and Bembas, respectively. The value of "unity" portrayed more impetus than that of "power and possession" to restrain girls from attending school. While both social groups indicated desire to uphold these values, modes of value expression and collective practices were clearly differentiated. The study established that specific practices and norms chocking rural girls' education are performed through the process of cultural value activation. Further, the study demonstrates that cultural values have underlying associations with rural girls' education advancement especially at higher ages. Gaining detailed knowledge of cultural values underpinning specific social groups through case study research is important in order to inform the design of more effective girls' education promotion interventions. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01