Maasai Girls’ Education Aspirations and Socio-Cultural Constraints: Reflections from Monduli Tanzania

Abstract

The paper aimed to explore the Maasai girls’ education aspirations and the social cultural constraints they face in their effort towards acquiring formal education in Monduli, Tanzania. Capability Approach (CA) was used to guide the understanding of girls’ education aspirations. The study employed ethnographic research design by involving 30 participants across the community, including elders, parents, traditional leaders, children (school and out-of-school) and the district education officer. Participant observations and ethnographic interviews were used to collect data for a period of three months. Data were analysed thematically. As a result, the study revealed that girls and some other members in the Maasai society had positive views about girls’ education. Girls had education aspirations of acquiring specific careers like being nurses, teachers and doctors. Their aspirations were, however, constrained by some traditional beliefs and practices such as early marriage, girls’ circumcision and esoto (a night dance between young girls and the Moran). These traditional beliefs made the Maasai girls’ aspirations unfulfilled as they slowly found themselves accustomed to these traditional arrangements while losing the ability to develop capabilities they would need to attain their education aspirations. The study, thus, argues that obstacles that hinder attainment of girls’ aspirations on education need to be eliminated from the community. Formal education should enhance girl’s agency in order to develop the capabilities they need for their social functioning.