dc.description.abstract | University education intrinsically adds value to society, serving as both a public and Private
good, public because it contributes to society and private because it has potential to benefit the
individual (Morley, Leach, &Lugg, 2009). The importance of higher education on society cannot
be understated; it becomes an economic booster to the community while providing individuals
with personal benefits, it should be provided equally to all for it to benefit the community and the
nation fully, but as things stand women have had only a limited role in society with restricted
opportunities (Vanderslice and litsch, 1998). The researcher investigated the factors influencing
access to university education by women in Kenya. To realize this, the researcher came up with
four objectives to guide the study: socio-cultural practices, education policies, academic
performance and socio-economic status. Descriptive survey method was used as the study
intended to collect data from members of a given population to determine the status of that
particular population with respect to one or more variables in the study. The target population for
the study was 469 women representing the total number of women students in the three
universities colleges, campuses and canter’s in Bungoma south. A sample size of 210 was used
in the study. A proportionate sampling technique was used to select respondents. The research
instruments used in this study were questionnaires. A pilot study was done in the nearby
University of Eldoret to establish the instruments validity. To ascertain the reliability of the
instruments, split half technique was employed. Frequency tables were used to analyze the
collected data. The finding was presented with the help of simple tables, frequencies and
percentages. Results were interpreted and required recommendations made at the end of the
study. It was found that less was less access to university education by women because of social
cultural practices, educational policies, academic performance and socio-economic status.
Recommendations for further research were first, influence of role models access to university
education by women. Secondly, influence of classroom policies on access to university education
by women and lastly influence of friends on access to university education by women. | en_US |