Abstract

Gender disparity pervades global society due to socio-cultural practices that tend to disfavor girls. Despite previous humanitarian responses, girl-child education still has numerous constraints due to socio-cultural practices. This situation exacerbates doubly during humanitarian emergencies. South Sudanese girls are often denied the same educational opportunities as boys in Kakuma Camp due to cultural attitudes and poverty. The general objective of the study was to investigate the socio-cultural practices affecting humanitarian response towards girl-child education among South Sudanese of Kakuma camp, Kenya. the study was underpinned by a conceptual framework anchored on two theories, namely, socio-cultural theory and theory of Change. The study utilized a descriptive survey research design and evaluative research design. The study was conducted in Kakuma refugee camp, located in Northwestern Kenya. The target population included girls in schools within the refugee camp. The study also targeted other education stakeholders including teachers, members of the school board of management (BOM), parents, girls who dropped out of school, Humanitarian agencies implementing education in the camps and Government officials. The total sample size for the study was 451. The study employed several sampling techniques including stratified proportionate sampling, simple random sampling, convenience sampling, snowball sampling and purposive sampling. Analysis of the data was done using Statistical Package for Social Sciences (SPSS version 24) for descriptive statistics to generate frequencies and percentages. The data was presented in form of tables. The study found out that, child/early marriage, boys being preferred to girls and domestic chores were socio-cultural practices that were highly practiced Based on the conclusion the study recommends that the government should strengthen child protection services and policies to protect girls from harmful socio-cultural practices that would affect their education.