Abstract

The purpose of this research was to determine the role of community leaders and socio-cultural factors on maasai girls academic performance in secondary schools in Narok County and their subsequent transiton rates to university Education. The study was conducted in 20 secondary schools in Narok County. A questionnaire was given to a sample of 181 teachers out of 400. Focus group discussions were conducted for 180 Maasai girl students and an interview for 20 Principals. The study adopted mixed methods design and pragmatic philosophical paradigm. Data analysis utilizes descriptive and non parametric statistics. The research findings found enrollment of girls in Transmara west decreasing at the rate of 40 % (primary) and 10% (secondary) and Narok North increasing at the rate of 10% in both primary and secondary schools. For every 15 girls enrolled for KCPE, only 1 join secondary school in Transmara West and for every 10 girls, only 1 join secondary school in Narok North. Girls’ transition rate to University is 2.4% (Transmara West) and 1.0% (Narok North). Pearson tests reveals significant relationships between the parents’ education (p=0.04) and mediating cultural factors; FGM (P=0.03), Pregnancies (p=0.00), Early marriages (p=0.03) on girls’ participation. Coupled with poverty, low parents’ level of education and fear of teenage pregnancies add force to FGM and makes girls to opt for early marriages, shy off or absent in class and consequently drop out of schools. The study recommended for empowerment and enforcement of women and girl’s rights through participatory/advocacy for education-in-culture and culture-in- education.