The influence of traditional gender roles and power relations on women and girls' education and health in northern Ghana

Abstract

An educated and healthy woman is a key contributor to the community and national development; however, women in Northern Ghana face challenges in these two areas due to gender inequalities. This thesis examines the influence of gender inequality amongst these rural women and girls through an analysis of the intersecting social relations of gender and poverty. The literature review shows that girls are denied access to basic education, and women struggle to access health services and decent work and together they are victims of discrimination. Women are also sidelined when it comes to the decision-making of essential issues. Thus, the central argument is that the deeply rooted inequalities that affect women and girls' access to education and healthcare facilities are a result of inherent gender roles and power relations that emanate from the male-dominated social and cultural structures. Research shows that geographical settings, economic status, and social and cultural structures are factors reinforcing unbalanced gender roles that contribute to the rural women and girls' limited access to education and healthcare facilities. This thesis indicates that an educated woman has a positive influence on the education of her children, especially girls. She is also more able to alleviate poverty and manage health issues as well as access health services. Keywords: Intersectionality, gender inequalities, gender roles, power relations, girls’ education, access to healthcare, patriarchal, Northern Ghana