The Impact of Gender and Spatial Differentials on Schooling Decisions: a Socio-Cultural Perspective of Cameroon

Abstract

This article discusses how socio-cultural views of families relate to schooling decisions in a developing context. It shows that socio-cultural interactive ways in Cameroon differ not only with respect to rural-urban settings and gender but also influence the ways families and other stakeholders make educational decisions. The article brings to light socio-cultural and interactive differences and influences in families’ schooling decisions with respect to rural-urban as well as gender perspectives. How divergent are these aspects and what factors can be attributed to such differences? The higher values of Gini-coefficients between the urban and rural samples portray the relatively higher level of social inequality that exists in most developing countries. This also shows the effect of collectivist values that still exist in rural communities in developing countries. Through this comparison, the article affirms Hofstede’s cultural dimensions of individualism and collectivism. It further draws attention to the point that even within countries, different forms and values of cultures are practiced. These are important stepping stones that can guide national and global stakeholders in their educational and economic plans.