From Home to Classroom: The Role of Family-Based Gender Socialisation in Shaping Girls’ Educational Outcomes in Cameroon
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-13Keywords:
Gender Socialisation, Family Influence, Girls’ Education, Parental Attitudes, Educational Outcomes, CameroonAbstract
This paper examines the role of family-based gender socialisation in shaping girls’ educational outcomes in Cameroon, with particular attention to how everyday practices within the home influence access, participation, and achievement in schooling. While considerable progress has been made in expanding educational opportunities, persistent gender disparities suggest that structural reforms alone are insufficient. This study argues that the roots of these inequalities lie, in part, within the family, where gender roles, expectations, and values are first constructed and transmitted. Drawing on an integrative theoretical framework informed by social cognitive theory, ecological systems theory, and African-centred perspectives on socialisation, the paper explores how girls’ identities, aspirations, and educational experiences are shaped through early socialisation processes. Using a critical and contextually grounded analysis of the Cameroonian setting, the study highlights how domestic labour expectations, parental investment patterns, cultural norms, and early marriage practices interact to constrain girls’ educational trajectories. It further demonstrates that these influences operate not only at the level of access to schooling but also affect girls’ self-concept, academic engagement, and long-term educational attainment. The paper also recognises the diversity of family experiences, acknowledging that while some households reproduce gender inequalities, others serve as sites of resistance and transformation by actively supporting girls’ education. The analysis underscores the need to move beyond school-centred interventions towards more holistic and culturally responsive approaches that engage families and communities as key actors in educational change. Implications are drawn for policy-makers, educators, parents, and community leaders, emphasising the importance of challenging restrictive gender norms, promoting equitable household practices, and strengthening support systems for girls. The study concludes that improving girls’ educational outcomes in Cameroon requires a reconfiguration of the relationship between home and school, where both spaces work in tandem to foster empowerment rather than limitation. Situating educational inequality within the broader processes of gender socialisation, this paper contributes to a deeper understanding of how meaningful and sustainable change can be achieved.
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Copyright (c) 2026 Efuetngwa Diana Fobellah Ph.D. (Author)
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