An ecological approach in understanding the rise of strikes in secondary schools in Nairobi

Abstract

This study was designed to explore the extent to which socio-ecological factors in the school contribute to the strikes in secondary schools within Nairobi. Fieldwork for this study was conducted in Langata constituency, between June and October 2010. This study therefore set out to answer three research questions: first was to gauge to what extent does peer pressure contribute to student unrest in secondary schools. Second, whether the school set-up contribute to strikes in secondary schools and finally, gender differences in the disposition of students to school strikes. The study was cross-sectional and exploratory in nature using both qualitative and quantitative methods to collect data. Qualitative data was collected through focus group discussions, key informant interviews and observation that included students, teachers and school administrators. On the other hand, quantitative data was gathered using the questionnaire instrument administered to 50 students. A total of 90 participants (68 male and 22 female) were engaged. The quantitative data was analyzed manually to gauge the age bracket and number of students who participated in the study and the findings from this approach presented in tables of percentages and frequencies. Qualitative data was analyzed according to emerging themes, and presented through quotes, anecdotes and descriptive methods. The study revealed that students within the school context, students regardless of high or low academic achievement are prone to strike if their school climate is not conducive for their academic and social needs. Moreover, the study illustrated that peer pressure and mass media influences delinquent behaviour among school attending teenagers both negatively and positively. The final focus of the study indicated that male students are more disposed to delinquent and violent behaviour in comparison to female students. This study set out with the objective of exploring the extent to which socio-ecological factors in the school contribute to school strikes in Nairobi. The study findings suggest that this objective has been achieved. These ecological factors come in various levels from within and without the school environment, although what is most significant here is the school environment. Through this conclusion, the author also discusses strategies, implications and recommendations for further research on school unrest.