Socio-Cultural Determinants, Parental Attitudes, and Gender Roles in Gendered ICT Access in Rural Kenyan Secondary Schools

Abstract

The integration of Information and Communication Technology (ICT) into education has transformed teaching and learning globally. However, unequal access to digital technologies continues to reinforce educational disparities, particularly among girls in rural communities. This study examined how socio-cultural determinants, parental attitudes, and traditional gender roles shape gendered access to and use of ICT in rural public mixed day secondary schools in Siaya County, Kenya. Guided by Digital Divide Theory and Gender Socialization Theory, the study employed a convergent mixed-methods design involving students, teachers, parents, school administrators, and education officers. Quantitative data were collected through questionnaires, while qualitative data were obtained through interviews, focus group discussions, observations, and document analysis. The findings revealed significant gender disparities in access to digital devices, internet connectivity, and digital learning opportunities. Girls reported greater parental restrictions, heavier domestic workloads, and stronger social monitoring regarding technology use compared to boys. Cultural beliefs associating technology with masculinity further discouraged girls’ participation in ICT-related activities and STEM subjects. School-level practices, including unequal encouragement and limited female technological role models, reinforced these disparities. The study concludes that the digital gender divide in rural Kenya is not solely a technological challenge but a socially reproduced system of inequality shaped by intersecting cultural, institutional, and household dynamics. The paper recommends gender-responsive ICT policies, community sensitization programs, equitable school-based digital initiatives, and targeted mentorship programs to promote inclusive digital participation among girls in rural schools.