Abstract:
This study focuses on Ghana’s effort to achieve gender equity in basic education after committing to Millennium Development Goals. Drawing on the intersectional framework of Black Feminist Thought, the research explores professional experiences of education policy administrators and views of parents to better understand the impacts of policies on gender equity in public education. Interviews revealed several trends and practices accounting for girls’ low school completion rates. Among them were; preference for male children; the burden of girls’ domestic chores; teenage pregnancy; early marriage; sexual harassment; the foreign influence of social media; broken homes; and traditional cultural practices.
