Gender Inequality In Education Research Articles

Feminists’ Perspectives on Gender Gap in Education

Gender inequality is a universal phenomenon in contemporary society. It is evident in all cultures and forms – social, economic, cultural, and political. The accepted view is that expanding educational access to women will produce an equalizing effect in an unequal gendered society. However, contrary to the established belief, education reproduces many forms of inequality in society, and gender inequality is one. The phenomena of gender inequalities in educational achievement and the gendered character of the educational system have been some of the significant concerns of feminist struggles. The feminists have exposed the hidden agendas of various academic dogmas, policies, and practices. They not only focus on the unequal achievements of girls but also on areas of potential changes in the educational system, which teaches women ‘to lose’ through gendered curriculum and other such practices. The present paper attempts to explore some of the feminist underpinnings of gender inequalities reproduced through the educational system in society. This paper traces some major feminist perspectives about gender inequality in education and examines the feminist pedagogical propositions and their potential for transforming the prevalent deviances in the education system.

The Effect of Gender Inequality in Education, Labor Force Participation and Economic Opportunity on the Income Distribution of India

This study analyzes the degree of gender inequality in education, labor force participation, and economic opportunity and its relationship with income distribution in India. The study aims to discern if a negative relationship exists between gender inequality in the multi-dimensional context and income distribution. Certain studies prove that gender wage inequality and income distribution exhibit a positive correlation for export-oriented economies wherein women provide most of the labor for the export sector. However, it is not the same case for gender inequality in the education and labor force. The theoretical model is based on Becker’s net earnings model but adjustments are done to the variables used. Using annual time-series data provided by the World Bank, World Inequality Database, and Human Development Report, the researchers assume that gender inequality in wages, mean and expected years of schooling, and labor force participation rate affects income distribution across the top, middle, and bottom classes in India. In addressing this issue, the purpose of the study is to form policy recommendations to reduce inequalities in gender across India’s education and economic sector.

English

BACKGROUND HIV/AIDS is a global pandemic with a national adult (15-49 yrs) prevalence of 0.22 % (NACO 2019) and females constituted around 44 % of the total estimated people living with HIV (PLHIV). HIV infection in women occurs mostly in their reproductive years which leads to transmission to the child thereby comprising the most common mode of acquiring HIV infection in children < 15 yrs. Women account for more than 70 % of the caregivers of seropositive spouses or other family members. This study was conducted to explore the reasons behind increasing HIV prevalence among adult women in the region including their demographic profile, transmission dynamics and clinical profile of HIV/AIDS. METHODS This is a hospital-based observational study among 100 selected adult female patients with HIV/AIDS (as per NACO guidelines) who attended the Gauhati Medical College Hospital from 1st July 2016 to 30th June 2017. A detailed clinical history of the selected cases was obtained in the register of the institutional ICTC centre and was recorded in standard proforma. RESULTS Out of the 100 cases included in the study, 95 were married of which 74 had seropositive husbands while 21 were discordant couples. The mean age of the study population was 31.27 ± 9.7 yrs., with the majority of women being in the age group of 21 – 30 yrs. Among the study group, 13 were illiterates while 6 were graduates. Fever was the most common presenting feature with 59 % followed by weight loss (36 %) and diarrhoea (15 %) respectively. Bacterial respiratory tract infection and oral candidiasis were present in 12 % and 11 % of patients respectively as opportunistic infections. CONCLUSIONS The majority of cases in our study were housewives and the biggest risk was through heterosexual sex with their husbands or primary partners. Only a few attended colleges in the study group while the rest were either illiterates or school dropouts and the majority of them didn’t have comprehensive knowledge of HIV/AIDS. The large gender inequality in education and unemployment may be responsible for the spread of HIV/AIDS in women. KEY WORDS Clinical, HIV/AIDS, Women

The impact of gender inequality in education and employment on economic performance in Turkey: evidence from a cointegration approach

PurposeThis study aims to empirically examine the impact of gender-based inequalities in both education and employment on economic performance using the dataset of Turkey for the period 1975–2018.Design/methodology/approachThis study employs Johansen cointegration tests to analyze the existence of a long-term relation among variables. Furthermore, dynamic ordinary least squares (DOLS) and fully modified ordinary least squares (FMOLS) estimation methods are performed to determine the long-run coefficients.FindingsThe findings from the Johansen cointegration analysis confirm that there is a long-term cointegration relation between variables. Moreover, DOLS and FMOLS results reveal that improvements in gender equality in both education and employment have a strong and significant impact on real gross domestic product (GDP) per capita in the long term.Originality/valueThe authors expect that this study will make remarkable contributions to the future academic studies and policy implementation, as it examines the relation among the variables by including the school life expectancy from primary to tertiary based on the gender parity index (GPI), the gross enrollment ratio from primary to tertiary based on GPI and the ratio of female to male labor force participation (FMLFP) rate.

Gender Inequalities in Health, Education and Economic Opportunities in the Union Territory of Jammu and Kashmir, India

This paper is an attempt to analyze the various indicators of gender inequality in education, health and economic services in Jammu and Kashmir, one of the union territories of India. This study utilized Gender Inequality index and revealed that after taking education as a starting point, the literacy rate and education of the women of Jammu and Kashmir is far lower than their male counterparts and also lower than women at national level. The male-female gap in literacy rate has increased from 12.71 per cent in 1961 to 20.25 per cent in 2011.There is nearly 21% gap between males and females in case of literacy rate. One of the greatest concerns, as far as gender discrimination is concerned is that of male-female sex ratio. The sex ratio has declined from 892 in 2001 to 889 in 2011. The child sex ratio has also declined steeply from 941 in 2001 to 859 in 2011 losing 80 points. The Infant Mortality Rate has fallen from 51 in 2007 to 23 in 2017, however, it is higher for female child than in male child in India as well as in Jammu and Kashmir. The study also found that, only 18 percent of all women age 15-49 were employed in the 12 months preceding the survey; 75 percent of all men aged 15-49 were employed. Thirty-three percent of women and 81 percent of men age 15-49 own a house alone or jointly with someone else, and 27 percent of women and 73 percent of men own land alone or jointly with someone else

Gender issue in modern education: Theory and practice

So far, gender inequality in education has been considered in the context of inequality in women’s access to technical specialties, the impact of education on the fertility rate and wages of women, the impact of religious, cultural, social-economic values on women’s education level. However, this concept does little to explain the gender imbalance and low quality of human capital in an environment where women have the opportunity to be educated in any field of knowledge through a feminization in the European countries. The research methodology is based on the correlation analysis of indicators of gender equality in education in Germany, France, Poland, and Ukraine for 1991-2018. The purpose of the study is to identify the trends and dynamics of gender changes in education, the level of gender inequality and establish the causes and effects of gender asymmetry in some European countries. To evaluate gender equality in education, we used the Gender Parity Index. The results of correlation analysis prove the presence of a direct connection between the level of fertility and the Gender Parity Index in the field of primary and higher education, while in the field of secondary education-reverse. Such tendencies are inherent in almost all countries of Europe. The analysis of indicators characterizing the level of education of women within the Eurozone countries shows the decisive role of the structure of the economy and the needs of the labor market in specialists with digital skills and mental abilities. The structure of the economy and the efficiency of various sectors ensure the reduction of gender inequality in education, contributing to overall economic growth and GDP per capita. Political institutions and national policies indirectly influence gender inequality in education by regulating the development of sectors of the economy with different levels of female employment. The proposed paradigm of gender inequality is based on the crucial role of skills, competencies, and abilities regardless of gender. The gender imbalance has been overcome in countries with a high level of women’s competence. Competence is a new paradigm in overcoming gender inequality.

Contexts of reproduction: Gender dynamics and unintended birth in sub‐Saharan Africa

AbstractObjectiveThis study examines how women's chances of having an unintended birth is related to gender inequalities in education, employment, intra‐household decision‐making, and norms at individual, household, and community levels in sub‐Saharan Africa (SSA).BackgroundWomen in SSA have the highest rates of unintended births in the world, often with severe implications for the health and well‐being of families. A comprehensive understanding of how gender dynamics are associated with their chances of unintended birth is however lacking.MethodMultilevel binomial logistic regression models of unintended birth were estimated with harmonized data from 123 Demographic and Health Surveys including 534,533 married women living in 43,136 communities within 39 SSA countries over the period 1992–2019.ResultsThe odds of unintended birth are higher among higher‐educated women, women with a small age difference with their husband, and women living in communities with more higher‐educated women, and better (reproductive) health facilities. These women are more willing to acknowledge a birth as unintended. In communities where women are relatively more educated than their husband and in households where husbands and wives are equal in terms of education, higher occupational status, and fertility preferences, odds of unintended birth are lower.ConclusionUnintended birth is a complex reproductive experience related to local gender systems, women's relative position in intra‐household power relations, and their willingness to acknowledge a birth as unintended.ImplicationsImproving gender equality at household level may result in women's improved reproductive health. However, outcomes are also strongly shaped by the local gender system.

Educational Gender Inequality in Sub‐Saharan Africa: A Long‐Term Perspective

AbstractTo what extent did sub‐Saharan Africa's twentieth century schooling revolution benefit boys and girls equally? Using census data and a cohort approach, we examine gender gaps in years of education over the twentieth century at world region, country and district levels. First, we find that compared to other developing regions, Africa had a small initial educational gender gap but subsequently made the least progress in closing the gap. Second, in most of the 21 African countries studied, gender gaps increased during most of the colonial era (ca. 1880–1960) and declined, albeit at different rates, after independence. At the world region and country level, the expansion of men's education was initially associated with a growing gender gap, and subsequently a decline, a pattern we refer to as “educational gender Kuznets curve.” Third, using data from six decadal cohorts across 1,177 birth districts, we explore subnational correlates of educational gender inequality. This confirms the inverse‐U relationship between the gender gap and male education. We also find that districts with railroads, more urbanization and early twentieth century Christian missions witnessed lower attainment gaps. We find no evidence that cash crop cultivation, agricultural division of labor or family systems were linked to gender gaps.

Educational gender inequality in the Muslim world: A problem of a cultural heritage, religion, or modernization?

AbstractObjectiveThe difference between the Muslim and non‐Muslim world in terms of educational gender equality has been blamed on the Islamic faith, and sometimes on a lack of modernization. Thus, I examine how Islam reduces educational gender equality and how/if its influence varies from one Muslim country to another.MethodI use Time‐series–cross‐section (TSCS) analysis for 29 Muslim countries between 1980 and 2010 to examine the influence of Arab culture on educational gender parity.ResultThe result indicates that the religious culture of Arab states seems to be highly associated with the educational gender gap. Also, the positive effect of modernization is more significant in Non‐Arab Muslim countries than in Arab Muslim countries.ConclusionThese findings are informative to educational policymakers since they explain why the international and local efforts on improving educational gender equality have not been as successful in the Muslim world as is the case in other societies.

Does Gender Inequality Affect Economic Growth? Empirics from Asian Countries.

Background: Gender inequality is present in our society in different areas of life. Moreover, world organizations acknowledge the importance of gender inequality control and list it as one of the Sustainable Development Goals. Though the standing of gender inequality cannot be denied as a social issue, it is vital to analyze its impact on other areas as well. This study specifically analyzes the impact of gender inequality in education on economic growth and how gender inequality can affect economies' short-run and long-run potential.Methodology: This study examines the extent and dimensions to which gender inequality affects the economic growth of Asian countries. The study employs an annual dataset from 2003-2018 comprised of 48 Asian countries. World Bank data set is used. Panel data analysis is the basis of the study. The empirical analysis begins with a fixed / random effect. Moreover, sensitivity analysis was also used to check the robustness of initial results.Results: This study shows that gender inequality at the tertiary level of education affects the economic growth in the selected Asian countries. Since gender inequality at the tertiary level of education is directly associated with the quality of gender mix in the labour market, its impact is reflected in this empirical work. However, gender parity in education at the primary level was found not to be significant in its contribution to GDP growth. Though the impact of gender inequality at the primary level is not found to be statistically significant, reasonably, this inequality will result in a lower potential in the long run. In all the models having population growth, the impact of gender parity was found to be positive.Conclusion: This study concluded that reducing gender inequality on the tertiary level of education positively affects economic growth. Moreover, the study emphasizes that there is a necessity to increase women's education and lowering gender inequality at different levels of educational attainment to boost long-run and short-run economic potential.

Gender Disparities in Post-Conflict Societies: A Cross-National Analysis

ABSTRACT This article investigates the impacts of conflict, resolution, and post-conflict democracy on gender bias. Exploring this question poses two methodological concerns. The first regards selection bias in which countries experience conflict and its resolution. The study addresses this issue using a generalization of the Heckman procedure. The second is that post-conflict democracy is likely endogenous to the level of pre-conflict democracy. This issue is addressed using two-stage least squares. Results show that conflict unambiguously worsens gender outcomes with respect to secondary school enrollment, labor force participation, fertility, and parliamentary representation. However, it does not affect the gap in life expectancy. Conflict resolution improves gender outcomes significantly, but not always by a magnitude that restores pre-conflict levels of equality. Greater post-conflict democratization improves parliamentary representation of women and the gender gaps in life expectancy and secondary school enrollment. However, it worsens the gap in labor force participation. HIGHLIGHTS The study corrects selection bias in conflict and its resolution with a three-step procedure. It instruments for post-conflict democratization using legal origin and geography. Conflict worsens gender inequities in education, the labor force, and representation. Conflict resolution mitigates most conflict-induced inequities, but not fully. Democratization further improves equity in representation and schooling.

Açık ve Uzaktan Öğrenme Sisteminde Kadın Öğrenen Anlatıları: Feminist Bakış Açısıyla Eleştirel Bir Değerlendirme

Open and Distance Learning (ODL) is an educational tool with a transformational social role in eliminating gender inequality as well as educational inequalities. In line with this idea, the aim of this study is to examine the opportunities offered by an ODL system to female learners and its contributions in closing the gap arising from gender inequality in education through the lens of feminist pedagogy. To this end, a qualitative research paradigm was adopted, and a narrative research design was conducted to analyze the stories of women in an ODL system. The findings of the study reveal that women in the study still encounter some barriers and constraints on access to education and school completion because they are women. ODL, with its flexible and autonomous learning environment, is thought to play a key role for the women in the study to cling to hope and to ensure social justice in the society

Gender Equality Policies and Gender Mindset in Kosovo

This paper discusses gender equality concerns within higher education, politics and examines the gender related policies introduced in Kosovo. Gender differences emerge in primary and secondary education partly because traditional gender roles and stereotypes tend to be reproduced in schools. These differences are then reflected in and further strengthened by the choices made and opportunities open to women and men at the higher levels of education and vocational training. Therefore, it is important to examine whether and how Kosovo attempt to combat these inequalities. Kosovo have designed policy and have supported projects targeting gender inequalities in education and incorporate specific gender equality provisions in legislation or in governmental strategies and make it compulsory for political parties to create their own gender equality policies. In politics are obliged 30% quotas for female places in Assembly, but in other Higher management positions are mostly males, for example in 6 public Universities all rectors and most deans are male. In Higher Education Institutions are two main concerns in Kosovo with respect to gender inequality in higher or tertiary education: horizontal and vertical segregation. Firstly, it is concerned about horizontal segregation, that is, the problem that women and men choose different fields of study in higher education, with women being under-represented in engineering and science. Secondly, it is also concerned about vertical segregation. This problem is related to the currently existing 'glass ceiling' in tertiary education: while women outnumber men amongst higher education graduates. They participation in Higher Education its slightly increased at the doctoral level, and there are even fewer women amongst academic staff in universities, or none of them as Rector but few of them as Vice-Rector at the managerial level in universities. These two issues and the policies intended to deal with them will be discussed in this paper. 1)University of Prishtina “Hasan Prishtina” since 1970, University “Ukshin Hoti” Prizren since 2010, University “Haxhi Zeka” Peja, University “Isa Boletini” Mitrovica, University “Kadri Zeka” Gjilan und University “Fehmi Agani” Gjakova since 2011

Patriarchy and Gender Inequality in Education in Anambra State, Nigeria: A Sociological Underpinning

From studies it is clear that what kept women where they are today are nothing but patriarchy. Patriarchy is the major obstacle to women’s economic advancement and development. Despite differences in levels of domination the broad principles remain the same, i.e. men are in control. The nature of this control may differ but women are always at the receiving end. This write-up presents a comprehensive review of the progress in equal education for females in Nigeria especially in Anambra State. The Nigerian society is patriarchal in nature which is a major feature of a traditional society. It is a structure of a set of social relations with material base which enables men to dominate women. Women are therefore discriminated upon from, in most cases, acquiring formal education, mistreated and perpetually kept as house help; the average Nigerian woman is seen as an available object for prostitution, forced marriage, street hawking, instrument of wide-range trafficking and a misfit in the society. In Nigeria, it is observed that the womanhood is reduced to a mere infidel and a second-class citizen; hence, there is the commonality of general belief system that the best place for women is in the ‘Kitchen’. This paper attempts to examine the conceptual and material bases of patriarchy and gender inequality in Anambra State, identifies dimensions of gender inequality and discrimination, and discusses socio-cultural and political factors leading to discrimination. The paper submits that all forms of inhuman discrimination and gender inequality must be challenged and opines for a deliberate, sensitive, consistent and systematic approach of gender relations this should include gender mainstreaming in all aspects of life. It was found that lack of mentoring, poor remuneration, women’s lack of interest in academia, family responsibilities, the lengthy period of training, and the ideology that women should have low career aspirations due to traditional roles ascribed to them, accounted for the observed disparity in education. The implication of this disparity on the academic development of women is the general reduction in their research output and the perpetuation of their low status in academia. The study concluded that appropriate institutional adjustments and affirmation action programmes are necessary to meet women’s demands of equality and improve retention. Keywords: gender, inequality, patriarchy, gender Relations, gender discrimination, cultural norms DOI: 10.7176/RHSS/11-6-06 Publication date: March 31 st 2021

The relationship between education and self-sustainability in a stressed economy

Education is an important key in achieving sustainable national development. For a state or society to achieve sustainable development, the quality of its education should be an issue of great concern. This paper examined the relationship between education and self-sustainability in Nigeria. It also provided insights into various challenges confronting education in Nigeria such as gender inequity in education, dearth of teachers, inadequate infrastructures, overcrowded classrooms and inadequate remunerations. Data from Central Bank of Nigeria Statistical Bulletin where recurrent expenditures on education and social and community services as well as Gross Domestic Products for 1985 to 2017 were used. The study also suggested ways on how to solve the identified challenges confronting education in Nigeria. The study recommends the creation of conducive atmosphere for learning, increasing financial allocation for educational development, ensure gender quality in education, and setting up a committee that will manage and supervise education policies that will involve sustainability.

Obtaining Educational Rights: Contemporary Views and Challenges of the Bulgarian Woman

The importance of the Bulgarian woman in the public space from the Renaissance to nowadays is presented in the article. The woman was restricted to participate actively in the Christian world and school life during the Renaissance. She received equal rights to men in the public sphere only after 1944. The socialistic development in Bulgaria during the period from 1944 to 1989 had a great significance to the enlightenment of the whole Bulgarian nation, which also provided an unrestricted access of the women to the educational system. The development of the Bulgarian education has been marked by reverse process after the democratic changes. The „total crisis“ of the Bulgarian society leads to a significant shortage in the educational system. In comparison to the previous socialist period, lower indicators in overall population literacy can been observed. Gender inequalities in education are being fairly reduced. Bulgarian wоmеn have gradually conquered school environment and are being engaged in educational causes more often compared to men. However, in the contemporary Bulgarian society, the right to education continues to be a challenge in respect of various social groups.

Gender sensitivity in pedagogical practices in secondary education in Bhutan

The terrain of gender inequities in education has seen many changes in recent times. The purpose of the study was to find out the gender sensitivity in pedagogical practices in secondary education in Bhutan. The study was qualitative and used non-probability convenient sampling techniques. The study used classroom observations to gain the first-hand experience of a normal classroom and focus group discussions with teachers and students to get in-depth views. The classroom observation and focus group discussion data were analysed using the process of emerging themes. The study revealed that teachers were not gendered sensitive in pedagogical practices in the secondary education level. There were challenges in understanding gender in education both by teachers and students. There was neither gender awareness nor conscious effort made by teachers to address gender inequality in the classroom. A gender-responsive education that supports the realization of student full potential requires the teachers to practice gender-sensitive pedagogy. To address the issue, there is an immediate need for gender awareness and sensitization among teachers and school leaders. Teacher education colleges should introduce modules such as gender and education or gender and development so that the classroom environment is gender-sensitive and gender friendly.

Gender-based Structural Stigma and Intimate Partner Violence Across 28 Countries: A Population-based Study of Women Across Sexual Orientation, Immigration Status, and Socioeconomic Status.

Reducing structural drivers of intimate partner violence (IPV), including gender inequity in education, employment, and health, surrounding women worldwide represents a clear public health priority. Within countries, some women are at disproportionate risk of IPV compared to other women, including sexual minority women, immigrant women, and women in poverty. However, limited research has assessed women's IPV risk and related circumstances, including police involvement following IPV experiences and IPV-related worry, across sexual orientation, immigration status, and socioeconomic status in a population-based survey of women across countries. Further, few studies have examined IPV against minority women as a function of gender-based structural stigma. This study aimed to determine whether gender-based structural stigma is associated with IPV and related circumstances among European women; examine minority-majority IPV disparities; and assess whether structural stigma is associated with IPV disparities. We used the population-based 2012 Violence Against Women Survey (n = 42,000) administered across 28 European Union countries: 724 (1.7%) identified as sexual minority, 841 (2.0%) as immigrant, and 2,272 (5.4%) as living in poverty. Women in high gender-based structural stigma countries had a greater risk of past-12-month IPV (AOR: 1.18, 95% CI = 1.04, 1.34) and IPV-related worry (AOR: 1.09, 95% CI = 1.04, 1.15) than women in low structural stigma countries. All minority women were at disproportionate risk of IPV and IPV-related worry compared to majority women. Associations between gender-based structural stigma and IPV and related circumstances differed across minority status. Country-level structural stigma can possibly perpetuate women's risk of IPV and related circumstances. Associations between structural stigma and IPV and related circumstances for sexual minority women, immigrant women, and women in poverty call for research into the IPV experiences of minority populations across structural contexts.

Impact of educational and gender inequality on income and income inequality in South Asian countries

PurposeThe objectives of this study are threefold: firstly, to measure the impact of educational inequality on income inequality, and per capita income; secondly, to measure the impact of gender inequality in education on income inequality, per capita income and educational inequality; and lastly, to test the Kuznets inverted U-shape hypothesis between inequality in education and average year of schooling.Design/methodology/approachThe study has adopted the Marin and Psacharopoulos (1976) model of human capital in which income earned by an individual can be estimated as a function of number of year spent in schooling or education. Gini coefficient is used as a measure of income inequality, while inequality in education is measured by Gini index of educational inequality. Gender inequality in education is measured by the difference between male and female enrolment ratios as a proportion of male enrolment. The study utilizes the data of six South Asian countries, i.e. Bangladesh, India, Maldives, Nepal, Pakistan and Sri Lanka from 1980 to 2010 at five-year average and employs fixed effect model (FEM) and random effect model (REM) for estimation.FindingsResult suggests that educational inequality and average year of schooling have positive and significant impact on income inequality. Primary (basic) education and tertiary (higher) education reduce income inequality, while secondary education widens income inequality. Negative relationship exists between educational inequality and per capita income. Unequal distribution of education among boys and girls at primary level increases income inequality, while reduces income inequality at tertiary level. Gender inequality in secondary and tertiary level of education reduces per capita income, while unequal distribution of education among boys and girls further increases the educational inequality. Kuznets inverted U-shape hypothesis does not hold between education expansion and educational inequality, while weak U-shape relationship exists in South Asian countries.Practical implicationsGovernment has to provide free education in poor regions and makes employment programs to reduce the income and educational inequality respectively, while to remove gender inequality in education it is necessary to build more schools especially for girls. Government has to launch different online education programs for expansion in education at all levels.Originality/valueThis study adds to the literature by analyzing whether the inequality in income increases (decreases) due to increase (decrease) in educational and gender inequality in South Asian countries. This study contributes in the existing literature by developing a measure of educational and gender inequality in education in South Asian countries.Peer review The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-04-2020-0226.

Experiences of Intimate Partner Violence against Women Who Married as Child Brides in Ghana

Globally, over 60 million girls marry before the age of 18. The adverse health and socio-economic effects of child marriage are numerous; early marriage denies girls the right to enjoy their childhood and adolescence, creates gender inequality in education, negatively affects employment opportunities, and restricts the freedom to make important life choices. Recent research, mostly quantitative, shows child brides have increased risk of experiencing intimate partner violence (IPV). Yet few studies explore the context, narratives and IPV experiences of child brides and almost none in sub-Saharan Africa. This study fills this important research gap. The study used 15 semi-structured, qualitative, in-depth interviews collected from Ghanaian women who married as children to examine their IPV experiences, and the factors which according to these women, contributed to these experiences. The women in this study came from the Bawku West district in the Upper East region of Ghana. Data were analyzed using thematic content analysis with QDA Miner—a computer-assisted qualitative research software. Most indicated they had experienced physical, emotional, sexual, and economic abuse from their intimate partners. Respondents also indicated they were economically dependent on their partners and/or had no or only little autonomy in their households. Some also identified polygyny and other cultural beliefs and practices as contributing factors to IPV in their relationships. This study demonstrates the need to raise awareness among Ghanaians on the detrimental effect of child marriage and to enact policies/law against the practice.