Gender norms and household power relations in parental decision-making on children’s education in Mbarara District, Uganda

Abstract

This study examines gender norms and household power relations in parental decision-making on children's education in Mbarara District, Uganda. Despite significant progress in expanding access to education through policies such as Universal Primary Education and Universal Secondary Education, gender disparities in educational retention and completion persist. The study is guided by three objectives: to examine parental decision-making in children's school enrolment, to explore how decision-making power between fathers and mothers influences the allocation of educational resources between boys and girls, and to analyse how intra-household decision-making power affects children's enrolment, retention, and educational resource allocation. The study adopts a qualitative exploratory research design, drawing on in-depth interviews with a father and a mother, a key informant interview with a head teacher, focus group discussions with six parents, and an observation checklist. The findings reveal that household decision-making remains predominantly patriarchal, with fathers holding final authority in educational matters. Cultural norms systematically disadvantage girls' education, with beliefs about boys as future providers and girls as temporary family members influencing resource allocation. Educational resources are allocated unequally, with boys prioritized when resources are limited. While enrolment appears equal at primary level, disparities emerge in retention and progression. Extended family members play a dual role, either supporting or undermining education, and attitudes toward girls' education are changing but practice often lags behind. The study concludes that achieving educational equity requires addressing household power dynamics and cultural norms, not only school-level factors. Recommendations focus on engaging fathers, empowering mothers economically, challenging harmful gender norms, reducing education costs, and strengthening school support systems. The study contributes to understanding the complex interplay of gender, household power, and education in rural Uganda, offering insights for policy, practice, and further research.