The Impact of Positive and Negative Cultural Expressions of Masculinities on Educational Processes

Abstract

The larger study from which this article is drawn was on cultural expressions of masculinities and its effects on the educational processes among the Samburu and Turkana communities in Kenya. The comparative case study was conducted at Maralal Mixed Day Secondary School in Samburu Central constituency in Ikuruto Division of Samburu County. The respondents of the study were 12 Turkana boys, 30 Samburu boys and 36 girls, giving a total of 78 student respondents; 3 education officials and 11 teachers (both male and female and inclusive of the principal and deputy principal). The initiation of Turkana and Samburu boys led to cultural masculinity expressions such as authority of male over females, adornment in traditional attire and involvement in male-related activities like raiding for cattle among others. The expected ensuing behaviour would be the show of bravery, aggressiveness and diligence in dealing with many issues facing them in the classroom setting. The study findings indicated that these cultural expressions of masculinities among the Turkana and Samburu boys have both positive and negative effects on their education processes. The positive effects included better ways of dealing with life issues, intercommunity unity and better prospects of employment. On the other hand, the initiated boys found it difficult to be taught by female teachers or perform well in subjects that were perceived as girl-oriented such as Languages. They sometimes also perceived education as undermining to their cultural values.