The Effects of Cultural Beliefs on the Education Rights of Girl Children in Kiryandongo Refugee Settlement

This study examined the effects of cultural beliefs on the education rights of girl children in Kiryandongo Refugee Settlement, Uganda. The study was motivated by the persistent challenge of unequal educational opportunities among refugee girls despite policies and interventions promoting gender equality and the right to education. Specifically, the study examined how gender role expectations, as an important dimension of cultural beliefs, influence girls' access to education, participation and educational continuity. A cross-sectional descriptive and correlational research design was adopted using quantitative and qualitative approaches. Data were collected from 212 respondents selected through simple random sampling, while 15 key informants were purposively selected based on their knowledge of refugee education and gender-related issues. Questionnaires and interview guides were used for data collection. Quantitative data were analysed using descriptive statistics, Pearson correlation and regression analysis, while qualitative data were analysed thematically. The findings indicated a statistically significant negative relationship between cultural beliefs and girls' education rights (r = -0.421, p < 0.01). Regression results further indicated that gender role expectations significantly predicted education rights, with the model explaining 23.6% of the variation in girls' education rights (R² = 0.236, p < 0.001). Qualitative findings indicated that expectations surrounding domestic responsibilities, early marriage and prioritisation of boys' education constrained girls' school attendance, participation and educational continuity. The study concluded that restrictive cultural beliefs remain an important barrier to the realisation of girls' education rights in Kiryandongo Refugee Settlement. The study contributes to knowledge by demonstrating how gendered cultural expectations interact with refugee vulnerability to shape educational opportunities. It recommends strengthened community sensitisation, gender-responsive educational interventions and effective implementation of girl-child protection and education policies within refugee settlements.