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Gender, Culture, and Inequality in Ghana: An Examination of Sociocultural Determinants of Gender Disparity

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Psychology of Gender Through the Lens of Culture

Abstract

The gender gaps that exist in education, income, poverty, access to health and wealth, inheritance, and household decision-making has been reported widely in Ghana and in Africa. There is copious evidence which suggests that while these differences are found in all societies, in developing countries these gender gaps are biggest with associated greater negative impact on women. In Ghana for example, gender gaps have been reported in access to health, education, employment opportunities, rights, and inheritance. The focus of this chapter is threefold: first, we examined gender gaps and disparity in education, poverty, health, and political participation and decision-making. Second, we explored major interventions that have been implemented in Ghana and examined the successes and failures of these programs in addressing the gender disparity. Finally, we discussed the factors that account for the failures of some of these interventions such as culture, patriarchy, economic instability, and poverty.

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Notes

  1. 1.

    It is estimated that 28.5 % of Ghanaian citizens live below the national poverty line (Ghana Statistical Service 2007), and 53.6 % of the population lives on less than US$ 2 a day (World Bank 2008). Amid an economic recovery and the discovery of oil, Ghana’s gross domestic product rose to US$ 49.2 billion with a per-capita income of US$ 1550 in 2012. Once a low-income country, Ghana became a low middle-income country in 2010 State of the Ghana Economy Report (SGER) (2012).

  2. 2.

    Graduates from senior high schools need to obtain a maximum of aggregate 24 in six subjects that include English and mathematics on the West Africa School Certificate Examinations to qualify for admission into Universities. Pass grades range from A1 (grade 1) to D6 (grade 6). Due to competition and inadequate places, admission is normally limited to students with aggregate 12 or better into public Universities in Ghana.

  3. 3.

    The program had some costs, which universities were having difficulties meeting. Additionally, the number of female applicants was low, partly because female students generally opted for polytechnic programs (Abagre & Bukari, 2013).

  4. 4.

    The exchange rate in December 2003 was US$ 1.00 to GHC 8,868.00. In July 2007, the Ghanaian currency was redenominated (10,000 cedi = 1.00 cedi). After the redenomination, the exchange rate was US$ 1.00 = GHC 0.90 (http://www.tradingeconomics.com/ghana/currency).

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Authors and Affiliations

  1. Department of Psychology, University of Ghana, P. O. Box LG 84, Legon, Accra, Ghana

    Charity Sylvia Akotia PhD & Adote Anum

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  1. Charity Sylvia Akotia PhD
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Correspondence to Charity Sylvia Akotia PhD .

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  1. Psychology, University of Guelph, Guelph, Ontario, Canada

    Saba Safdar

  2. University of Gdansk Institute of Psychology, Gdansk, Poland

    Natasza Kosakowska-Berezecka

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Akotia, C., Anum, A. (2015). Gender, Culture, and Inequality in Ghana: An Examination of Sociocultural Determinants of Gender Disparity. In: Safdar, S., Kosakowska-Berezecka, N. (eds) Psychology of Gender Through the Lens of Culture. Springer, Cham. https://doi.org/10.1007/978-3-319-14005-6_18

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