Cultural Norms and Barriers to Girls’ Education in Uganda

Abstract

Girls’ education remains a central concern in global development discourse, yet cultural norms continue to shape patterns of educational participation in many low- and middle-income contexts. This paper examines how entrenched cultural practices and gendered expectations influence girls’ access to and continuity in formal education in Uganda. Drawing on feminist, social norms and capability perspectives, the study adopts a conceptual analytical approach to synthesize existing scholarship on culture, gender inequality and educational outcomes. The analysis highlights how practices such as early marriage, gendered domestic responsibilities and normative perceptions of female social value interact with structural inequalities to constrain educational opportunities for girls. The paper argues that cultural dynamics should not be understood as static traditions but as socially negotiated processes that intersect with poverty, institutional limitations and policy environments. By reframing cultural norms within broader socio-economic and gendered power relations, the study contributes to debates on inclusive education and gender-responsive development strategies in Uganda and sub-Saharan Africa.