The Influence of Gender Roles on Access to Basic Education in Turkana Central Sub-County, Kenya

This study examined socio-cultural factors influencing access to basic education in Turkana Central Sub-County, focusing on gender roles. Guided by Bronfenbrenner's Ecological Systems Theory, it employed a mixed-method design targeting 172 participants, with 120 sampled. Data were collected via questionnaires and interviews and analyzed using SPSS, descriptive statistics, and Chi-square tests. Results showed gender roles, caregiver attitudes, and family structures significantly impacted educational access, with Chi-square values of 6.465. The study concluded that socio-cultural factors greatly affect education access and recommended community capacity building to overcome barriers and enhance policy interventions.