CHAPTER FOUR

DATA PRESENTATION, ANALYSIS

AND INTERPRETATION
4.0 INTRODUCTION
This chapter dealt particularly with the presentation, analysis and discussion of data which
was collected from the field survey with respondents through the administration of
questionnaires. The data was analysed descriptively by the use of frequency tables and charts
in order to make inferences. The entire study targeted a sample population of 50 respondents
who might have got experience on the issues of the stigmatisation female members of
parliament faced due to lack of gender knowledge. The analysis focused on the study
objectives and has been presented under the following sub-headings:
i. The questionnaire and interview response rate
ii. The socio-demographic profile of respondents
iii. The research objectives/responses from the respondents

4.0.1 QUESTIONNAIRE RESPONSE RATE

50 (100%) questionnaires were given out to the respondents in the study area to fill. Of these
questionnaires, 50 (100%) were returned for analysis. According to Nachimias & Nachimias
(1995), 80% to 90% return rate of questionnaire is enough for a descriptive survey study
(Nachimias & Nachimias, 1995 p33). Hence, 100% response rate is good to make a
comprehensive and in-depth analysis of the research conducted. The result is shown in table
4.0 below:
Table 4.0: Questionnaire and interview Response Rate

Categories Sample Size Response Response rate

Respondents 50 50 100%

Total 50 50 100%

Source – Researcher’s field data, 2022.

Figure 4.0: Percentage distribution of questionnaire response rate

RESPONSE RATE

Respondents
Respondents
50

Response rate
Responses
100%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

PERCENTAGE DISTRIBUTION OF QUESTIONNAIRE RESPONSES

4.1. DEMOGRAPHIC PROFILE OF RESPONDENTS

The Researchers first examined the demographic characteristics of the respondents.
Knowledge about the respondents’ background is vital in issues relating to gender, human
rights and women representation. Demographic features of respondents such as the
respondents’ sex, educational level, religious background, occupation and marital status for
example helped the researchers to get an in-depth insight into the life history of each
participant of the study and the category of respondent the participant belongs.

Equally, knowledge about the respondents’ family background again gave the Researchers a
fair idea about the causes of gender disparity in political representation in the research
community. It helped the Researchers to determine whether family background has any
association with gender inequality. This made it necessary for the Researchers to first
examine the respondents’ socio-demographic profile.

4.1.1 Sex of Respondents

The Researcher sought to find out the sex of each of the respondent that participated in the
study. This was important to help the Researcher determined how many questionnaires were
administered to the male gender and that of the female gender.

Therefore, table 4.1 gives a clear description of the questionnaires distributed to each gender.
Table 4.1 Sex of Respondents

Categories Frequency Percentage

Male 20 40%

Female 30 60%

Total 50 100%

Source: Researcher’s field work, September, 2022.

Figure 4.1 Percentage distribution of the sex of Respondents

SEX OF THE RESPONDENTS

Male
40%
Female
60%

Male Female

From the findings in Table 4:1 above, 60% of female and 40% of male participated in the
study. This is a clear evidence that both genders participated in the research. This signified
how gender was considered to be very important in undertaking the study.

4.1.2 The Educational Level of Respondents

The study looked at the level of education of the respondents. Knowing the level of education
of the respondents helped the researcher to determine the stages of education of the children,
their parents, teachers and community stake holders that partook in the study.

The data in table 4.2 below gives detailed information on the respondents’ level of education.
Table 4.2: Respondents’ Level of Education

Categories Frequencies Percentage%

Primary 0 0%
Secondary 2 %
Certificate in any training 0 0%
Diploma 10 20%
First Degree 30 60%
Masters/PHD 10 20%
None 0 0%
TOTAL 50 100%

Source: Researcher’s fieldwork, September, 2022

According to table 4.2, (0) 0% Primary school education only. (0) 0% of the total sample size
have attained secondary school education only, 0% attained certificate in other training only,
(10)20% attained diploma.

Moreover, (20)60% of the total sample size had attained their first degrees and (10)20% have
got their masters/PHD. This tells us that some community stake holders and institutional staff
fall within the latter category.

Interestingly, 0% of the respondents said they had never attained any form of education. This
simply tells us that there is no individual among the group of respondents who didn’t get any
form of education. Therefore, the questionnaires were administered to respondents that were
all literates.

4.1.3 Religious background of Respondents

The researcher also sought to unravel the religious background of respondents. This was
important because it gave the researcher an in-depth insight into the religious beliefs of the
respondents.

Table 4.3 therefore provides information about the religious background of respondents in a
tabular form.
Table 4.3 Religious background of respondents

Categories Frequencies Percentage%

Muslim 28 56
Christian 22 44
Traditional Religion 0 0
Total 50 100

Source: Researcher’s fieldwork, September, 2022.

Figure 4.3 Percentage distribution of the religious background of respondents

RELIGIOUS BACKGROUND OF RESPONDENTS

60%

50%

40%

30% Muslim
56% Christian
20% 44%
10%
African Traditional
0% Religion
Muslim Christian 0% religion
Traditional

RELIGIOUS BACKGROUND OF RESPONDENTS

Table 4.3 above shows that twenty-eight (28) respondents which is 56% of the total sample
size were Muslims. However, twenty-two (22) of the respondents which make 44% of the
sample size were Christians.

Moreover, none of the respondents which is 0% of the sample size said they were African
traditionalist. The table therefore indicated that majority of the respondents that partook in the
study were Muslims followed by Christians which are the two dominant religions in Sierra
Leone.

4.1.4. Occupation of Respondents

The researchers also found out the occupational level of the respondents that are involved in
the study. That was important because it helped the researcher to know the number of
respondents that were employed or unemployed. Table 4.4 gives us the information about the
respondents’ occupational level.
Figure 4.4 Percentage distribution of respondents’ Occupation of Parliamentarians
Prior to Election

Male

Trade union
official

Source: Researcher’s fieldwork, September, 2022.

According to table 4.4, survey asked respondents about their occupation prior to their entry
into parliament. e most common background reported was the education profession at 22
percent, followed by the civil service and local authority administration, 17 percent; and the
legal profession, 15 percent. Thirteen per- cent of respondents reported political party official
as their previous occupation, 12 percent were from the business or private sectors and eight
percent were involved in civil society activity. Less than ten percent had previously worked
in the medical sector, and less than five percent came from the following occupations:
broadcasting, social work, trade union activity and home-maker/care-provider.

There were some differences between women and men. Men scored higher in civil service
and local authority administration, the legal profession, the business and private sector and
the medical sec- tor, while women reported slightly higher levels in education, civil society
activity and social work. A background of employment by political parties was evenly split
between men and women. Nearly one- third of respondents reported that they continue to
practice their profession during the parliamentary term.
4.1.5 Marital status of Respondents
The study inquired from respondents whether they were married or otherwise. This was to
help the researcher differentiate between the different sets of respondents which are children,
teachers and community stakeholders. The data in table 4.5 gives the marital status of
respondents.
Table 4.5 Marital status of respondents

Categories Frequencies Percentage%

Single 12 24%
married 36 72%
divorced 02 04%
Total 50 100%
Source: Researcher’s fieldwork, September, 2022.

Figure 4.5 Percentage distribution of the marital status of respondent

MARITAL STATUS OF RESPONDENTS

Divorced
4% Single
24%

Married
72%
Single Married Divorced

Table 4.5 shows that twenty-six (36) of the respondents which is 74% of the sample size were
married and majority of that number comprise of young MPs. Moreover, 24% of the
respondents were single. However, two (02) Respondents which is 4% out of the total
respondents however indicated that they have divorced. In other words, they had married
before but later on divorced the marriage.

4.2.6 ETHNIC COMPOSITION OF RESPONDENTS

The study inquired from respondents about their ethnic composition. This was to help the
researcher differentiate between the different sets of ethnic groups.
The distribution of respondents was considered in order to meet the purpose of the study; care
was taken to target present and former and present members of parliament. The data in table
and figure 4.6 below gives the ethnic composition of the respondents.
Table 4.6 Ethnicity Composition of respondents

Categories Frequencies Percentage%

Temne 20 40%
Mende 10 20%
Limba 15 30%
Fullah 2 4%
Others 8 16%
Total 50 100%
Source: Researcher’s fieldwork, September, 2022.

Figure 4.6: Ethnic composition of respondents

Others
16%

Fullah
4% Mende

Mende Temne
Krio
Temne 60% Krio
10%
10% Fullah
Others

Source: Field Survey, September 2022

Figure 4.6 above illustrates that 10% of the respondents were Temne, 60% were Mende, 10%
Krio, 4% Fullah and 16% others. This shows that majority of the respondents especially
female members of parliament in the Parliament of Sierra Leone are from the Mende tribe.
4.2.7 AGE COMPOSITION OF RESPONDENTS

Table 4.7: Ages of Participants

Age Cohort/Group Frequency Percentage

25-30 years 1 2%
30-40 years 6 12%
41-50 years 4 8%
51-55 years 30 60%
56-60 years 6 12%
70 years+ 3 6%
Total 50 100%

Source: Field Survey, (2022)

According to Table 4.7 above, the ages of participants ranged from 20 to over 70 years and
above. The Researcher chose 20 years and above to capture only adults to be the focus of the
study and also determine the rate of old and young people in parliament.

Thus, the aggregate responses of respondents confirm the common belief that
parliamentarians tend to be older than middle age. Nearly 60 percent of respondents were
over 50 years of age, with no significant variations between men and women. However, of
the six percent of parliamentarians between 70 and 80 years of age, all were male. Just over
10 percent of respondents were aged between 30 and 40 years, and less than five percent
were aged between 20 and 30 years. This may suggest that parliamentary politics holds little
interest for young people, or perhaps that they encounter many obstacles to winning a
parliamentary seat.

4.3 EMPIRICAL DATA ANALYSIS

The following sections present the research objectives based on empirical findings from
questionnaire administered to field respondents and literature review of the study.

4.3.1 OBJECTIVE 1 - THE STRUCTURAL STIGMA FEMALE MPS

FACE IN THE PARLIAMENT OF SIERRA LEONE

One of the main objectives of the study was to identify the structural stigma female MPs face
in the parliament of Sierra Leone. The analysis that follows looked at those factors causing
Gender Disparity in awarding symbol and the chance to be re-elected to parliament. From the
data collected through field survey with respondents, the study identified a number of factors
causing Gender Disparity in Education, these include the factors analysed below:

4.3.1.1 Parliamentary Mandates and political symbol awarding

FIGURE 4.7: Mandates and political symbol awarding

14%

Four
12%

According to Figure 4.7, on average, 45 percent of the respondents reported being elected
from a political party list, while 37 percent were elected in constituency elections. Eight
percent gained their mandates through an indirect election or nomination, and six percent
were appointed by the head of state or government. Nearly half the women respondents were
elected from a party list and one-third in constituency elections, while equal numbers of men
were elected in constituency elections and from political party lists.

Nearly half of the respondents had been elected to parliament once or were serving their first
term. Twenty-six percent of respondents had held two parliamentary mandates, while 12
percent had served three and 14 percent four or more terms. Slightly more women than men
were in parliament for the first time: 53 percent for women and 39 percent for men.

4.3.1.2 Channel of Entry into Politics

FIGURE 4.8: Figure 2.2: Channel of Entry into Politics

According to Figure 4.8 above, Parliamentarians were then asked about their main channel of
entry into politics. Nearly two-thirds of parliamentarians highlighted political party activity as
their main channel of entry, as might be expected. However, it is a stronger variable for men
than women, with two-thirds of male respondents citing it as the main channel as opposed to
just over half of female respondents. Women are finding other avenues into politics than the
traditional political party route.

The next most cited channels into politics were membership of a local or district council, 18
percent; working with non-governmental organizations, 17 percent; and social work, 16
percent. Nearly twice as many women (20% as opposed to 11%) as men entered politics
through civil society and non-governmental organization (NGO) activity. e main
organizations cited by female respondents include those focusing on women’s and children’s
rights or human rights, suggesting that women’s activism in civil society and leadership in
non-governmental organizations provides an important avenue, and even training ground, for
women to enter into politics, which is consistent with previous survey research.6 Few
parliamentarians, however, identified entering national politics from the sub-national,
provincial or local level, which suggests that these channels have not really served as a
training ground for politics at the national level. Few identified trade union activity or family
connections as their route into parliament.

4.3.1.3 sociocultural factors as a barrier to women representation in parliament

Several respondents noted that men often have a dominant role in society and therefore in
politics, and women are banished to the domestic sphere which limits them to their
reproductive role. As a woman parliamentarian from Constituency 36 explained:

“The fact of being a woman is already an impediment in itself, in addition to lack of self-
esteem and socio-cultural pressures, especially the patriarchal system. In the home, their
calling is to get married one day (the sooner the better) and to leave their home; in their
husband’s home, they are considered to be from somewhere else. Women are not viewed as
leaders.”

An additional constraint is that women tend to be viewed in different terms to men.

Stereotypes about women are perpetuated through the media and contribute to overall societal
stigmas about women. As a woman parliamentarian from Constituency 23 highlighted:
“Female candidates are faced with a peculiar problem in that there is a tendency to
concentrate on their looks and their personal lives instead of what they can offer the
electorate. I found that people were more concerned with the kind of person they perceived
me to be instead of the message which I was taking to them. They questioned why it was that I
was going into politics when I should be looking for a husband and starting a family.
Stigmatization of the role of women is a major obstacle, coupled with lack of support from
the political party, whether financially or in terms of canvassing”.

4.3.1.4 Patriarchy Systems

Under this section, it was of great value to establish the influence of patriarchy systems on
the implementation of gender mainstreaming given the fact that government employees are
from diverse cultural backgrounds. Patriarchy is a social system whereby men are the primary
authority and they dominate over women. The measures for this variable included cultural
determination of role, hierarchical value of masculinity or feminism, recognition and value of
men’s work among others as presented in the following sub-sections.

4.3.1.5 Cultural Determination of Role

The first measure of patriarchy systems was whether culture determined the role played by
men and women. Table 4.8 presents the findings.

Table 4.8: Cultural Determination of Role

VARIABLE FREQUENCY PERCENTAGE

YES 37 74%

NO 13 26%

TOTAL 50 100%

Source: Field Data 2022

From table 4.8 above, 74% of the respondents indicated that culture determined the role
played by men and women while 26% of the respondents disagreed with the assertion that
culture determined the roles assigned to women or men in parliament. The study interpreted
that culture determined the role played by men and women to a large extent in parliament.
4.3.1.6 Hierarchical Value of Masculinity or Feminism

Respondents were asked to state whether masculinity or feminism gave more hierarchical
value in parliament or not. Table 4.9 showed their responses.

Table 4.9: Hierarchical Value of Masculinity or Feminism

VARIABLE FREQUENCY PERCENTAGE

YES 41 82%

NO 6 12%

NOT SURE 3 7%

TOTAL 50 100%

Source: Field Data 2022

According to Table 4.9 above, 82% of the respondents agreed that masculinity or feminism
gave hierarchical value while 12% of the respondents stated that it did not give hierarchical
value at the workplace. 7% of the respondents were undecided on whether masculinity or
feminism gave any hierarchical value. The reason why there were more males than females
could be based on the fact that masculinity or feminism gave more hierarchical value.

4.3.1.7 Recognition and Value of Men’s Work

When asked whether men’s work was recognized and valued in terms of payment, status or
political power as compared to that of women. These findings are shown in Table 4.10.

Table 4.10: Recognition and Value of Men’s Work

VARIABLE FREQUENCY PERCENTAGE

YES 30 60%

NO 20 40%

TOTAL 50% 100%

Source: Field Data 2022

According to Table 4.10 above, 60% of the respondents reported that men’s work was
recognized and valued. However, 40% of the respondents found no favoritism when it came
to the recognition of men’s work in regard to payment, status or political power. This could
be the reason why women lagged behind in the process of gender mainstreaming as indicated
by majority of the respondents.

4.3.1.8 Discrimination on Gender Basis

Respondents were further asked whether women had ever been discriminated at the work
place on the basis of their gender. Table 4.11 presents the results of the responses.

Table 4.11: Discrimination on Gender Basis

VARIABLE FREQUENCY PERCENTAGE

NEVER 5 10%

RARELY 23 46%

ALWAYS 7 14%

SOMETIMES 15 30%

TOTAL 50 100%

SOURCE: Field Data 2022

According to the results in Table 4.11 above, 10% of the respondents said women were never
discriminated, 46% of the respondents said they were rarely discriminated and 30% of them
said they were sometimes discriminated. A further 14% of the respondents (a minority)
reported that women were always discriminated at the workplace. It was concluded that
gender discrimination was not so rampant at the workplace.

4.3.2 OBJECTIVE 2 - THE IMPACTS OF THE LACK OF GENDER

KNOWLEDGE ON FEMALE MPS

4.3.2.1 Expressions of Stereotypes and Inequality

Views of the respondents on whether the government did enough to discourage expressions
of stereotypes and inequality within the wells of parliament are as shown in Table 4.12.
Table 4.12: Expressions of Stereotypes and Inequality

VARIABLE FREQUENCY PERCENTAGE

Nothing 9 18%

Not enough 32 64%

Enough 6 12%

More than enough 3 6%

TOTAL 50 100%

SOURCE: Field Data 2022

According to Table 4.12 above, majority of the respondents (64%) were of the view that not
enough had been done to discourage stereotyping and inequalities within the wells of
parliament. 12% of the respondents said enough had been done and a further 6% indicated
that more than enough had been done. However, 18% of the respondents observed that
nothing had been done to stop stereotyping and inequalities within the government. It was
concluded that the little effort to discourage stereotypes and inequality was not felt by most
respondents.

4.3.2.2 Planning and Decision-making

Another patriarchy system measure was planning and decision-making. This was to
determine the importance that was granted to the voice of women in all the planning and
decision-making processes. The findings on this measure are presented in Table 4.35.

Table 4.13: Planning and Decision-making

VARIABLE FREQUENCY PERCENTAGE

No extent 2 4

Some extent 30 60

Large extent 12 24

Very large extent 6 12

TOTAL 50 100%
Based on the findings in Table 4.13 above, 4% of the respondents indicated no importance
was given to the voice of women in planning and decision-making processes. 60% of the
respondents reported that to a small extent, women’s voices were considered critical while
24% of the respondents reported a large extent. A further 12% of the respondents reported
that to a very large extent, women’s voices were being considered in all planning and
decision- making processes. From the analysis it was concluded that women were
disregarded and their decisions were not considered to have any impact.

4.3.2.3 Knowledge of Gender Policies

The first measure for policy functionality was knowledge of gender policies. This was to
determine whether the respondents had knowledge of any gender related policies for example
those relating to hiring or project development. The findings are contained in Table 4.14.

Table 4.14 Knowledge on gender policies

VARIABLE FREQUENCY PERCENTAGE

YES 43 86%

NO 07 14%

TOTAL 50 100%

Based on the findings, 86% of the respondents said they had knowledge of gender policies
while 14% of the respondents said they did not have any knowledge. This was an indication
that most employees had knowledge on the existence of policies

4.3.3 OBJECTIVE 3 - THE CAUSES OF THE LACK OF GENDER

KNOWLEDGE OF FEMALE PARLIAMENTARIANS

4.3.3.1 Socio-Cultural Practice and Gender Inequality in Education

During interview, socio-cultural practices associated with gender inequality in access to

education in secondary schools. Respondent three stated that, now days there are some
changes in terms of bad socio-cultural practices as we compared to past years. The
respondent further stated that still there are some tradition like early marriage which served as
barrier to girl’s education in communities of Sierra Leone. Respondent three cited example
that:
“I know one parent in this community that removed his daughter from secondary school. His
daughter was in form two and she was forced to shorten her studies due to interest of parent
to seek for bride price. Until this moment, their daughter is a mother of two children”
(Female parent, 35-45 years, 08/10/2022).

Also another respondent interviewed associated gender inequality in access to education with
cultural practices. The respondent said that:

“There is a traditional ritual in some tribes in our area; these rituals take about 3-5 weeks. It
is conducted to prepare matured girls to take responsibilities of wives and better ways of
handling their husbands in future, traditionally we call it ‘Bondo’. Matured school girls are
pulled out of studies for training. For sure this act attracts concentration of girls away from
studies as a result the girls perform poorly in theirstudies whilst others even drop out of
school” (Male Parent 40-50 years, 11/10/2022).

Similarly, another teacher during interview connected inequality in access to education in the
research community to cultural practices. She said that: “Some girls during the course of
study got pregnancy, when they give birth their close relatives and some members of
community praise them with numerous gifts like food stuffs, clothes and money. This process
of praising them traditionally called "tenki". For sure ‘tenki’ and gifts drive many girls out of
fear of being pregnant because they expect appraisal rather than discouragement from
society” (Female parent 35-45 years, 06/10/2022).

4.3.1.3 School Infrastructure and Gender Inequality

During interview, one of the respondents identified inadequate school infrastructures as a

barrier for inequality in access to education in secondary school education. For example, one
of interviewees said that:

“In our school for example, there are no separate toilets for boys and girls and in addition
the available toilets are unlocked this placed our matured girls in hard time especially when
they are in menstruation period. Most of them stayed in their home place fearing the school
toilets. We take this issue as minor but contributed a lot in poor performance in schools
hence dropouts” (Male teacher 30-40 years, 07/10/2022).

During focus group discussion one of discussants emphasized school infrastructure as

obstacle for gender equality in access to education in secondary schools in the study rea.
They lamented over inadequate of important infrastructure which facilitate them to undertake
their studies including enough classrooms, toilets, teaching and learning materials and
teaching staff including males and female teachers. One of the participant stated that:

“You know menstruation period take about 3-7 days, when there is no conducive
infrastructure to support girls in schools like toilets or special room for girls most of the girls
remain absent during menstruation period. She further stated that just imagine in every
month girls missed lessons for seven days due to menstruations only, when we include other
excuses it means that girls are in greater risk to perform poor in their studies and feel not
comfortable to resume their studies” (Female MP 39years, 09/10/2022).

4.3.3.4 Low Motivation Among Girls and Gender Inequality in Education

Interviewees had the following on the factors causing gender inequality in access to
education in secondary schools.

“Taking example of myself (female MP) in the course of my study, I received no motivation
rather harassment and discouragement. They always told me that "yu go get belleh jisnor, yu
wait" meaning that I will not reach far in my studies since I will be pregnant in the near
future” (Female Mp, 40 years, 05/10/2022).

Another respondent asserted that “I am disappointed with one of our teachers who always
praise boys as being clever than girls by making reference to previous examination results.
Our teacher said bitter words to girls. For real he discourages us rather than making us
heroine” (Female MP, 60 years, 05/10/2022).

4.3.3.5 Violence Against Women and Girl Children and Inequality in Education

The interview with female student has the following to say as causative factor for gender
inequality in access to education in secondary schools:

“Teacher (x) intended to initiate sexual relationship with me but I found it difficult to engage
in sexual relationship with my teacher. Since I refused, my life in school had been very tough
since the teacher used to punish me always” (female MP 57 years, 05/10/2022).

Also during interview other male teacher, he stressed on sexual relationship between male
teachers and female students in secondary schools in the community, he said that:

“I was surprised by the school inspectors report in this year in our school. They claimed that
there are some teachers who have sexual relationship with school girls. He further narrates
that it is bad enough that those suspected teachers all have their own families. In this
situation, for real girls are placed in hard time to manage their studies and complete their
studying cycle” (Male MP 25-35 years, 12/10/2022).

4.3.3.6 Pregnancy and Sex Education and Girls Education

According to interview held with teachers, students and parents, it reveals that lack of sex
education in Secondary schools in serve as obstacle to gender equality in access to education.
Respondents said that:

“We girls we need education specifically health education for self-determination. For sure
not all girls are aware of how to prevent themselves from teenage pregnancies; education
will help to be aware so as to avoid teenage pregnancies which shorten our studies” (Female
MP 48years, 09/05/2022).

“Sexual health education is very important to make girls aware of sensitive issues about
themselves. I wonder why this education is not provided in our school and I declare that we
as teachers are contributing much to this problem of gender inequality” (Female MP 25-32
years, 07/10/2022).

4.3.3.7 Gender Stereotypes, Gender Roles and Girl Education

During interview and focus group discussion, gender roles associated with gender inequality
in access to education in secondary schools. Traditionally, gender roles within the family
expect girls to take up the roles of wives and mothers and their socialization at home and
school is directed by providing them with experiences that will prepare them to carry out
these roles effectively.

In group discussions with MPs on what boys and girls do as the types of domestic chores at
home to help parents. All MPs interviewed mentioned various household activities which are
performed by children at home. For example, girls are thought of assisting their parents with
most of the reproduction works in the households, which involves looking after siblings and
sick relatives, preparing and cooking food, cleaning the house, washing clothing and dishes,
fetching water and firewood. It should be noted that girls involved in domestic chores as their
daily routines that occupy their time all year round whilst boy’s activities such as weeding,
gardening and farming are seasonal in the research community (Participants discussion
12/10/2022).
4.3.1.8 Parental Education and Gender Inequality

During interview, one respondent associated with the Parliamentary Committee on education,
said that:

“Educational level of parents affect education of children particularly daughters.

Uneducated parents are less likely to provide education to their daughters since they are not
well informed with the importance of girls’ education. In addition, uneducated parents are
much influenced by their culture which prioritizes boy’s education” (Female MP, 30-40
years, 12/ 10/2022).

Another respondent pointed out that lack of education among parents hinders the equality in
access to education in the community because most uneducated parents are not aware of the
importance of educating girls. The respondent cited one example by saying that:

“I know one parent in our village whose two children (a boy and a girl child) passed Primary
school leaving examination but the parent decided to further educate the boy child while
claiming that educating girls is worthless and wastage of resources to somebody who will be
married and join other family” (Male MP 25-30 years,11/10/2022).

In addition, during focus group discussion, one respondent connected gender inequality in
access to education in secondary schools in the community with education levels of parents.
The respondent stated that:

“Most of the uneducated parents believed that education to their son is effective investment
since their sons will support them in future whilst girls are in greater risk of being pregnant
during the course of study which shortens their studies and hence wastage of resources”
(Male MP’ 41years, 13/10/2022).

4.3.3.9 Parental Occupation and Gender Inequality

During interview session, one parent related gender inequality in access to education in the
community to the type of parent’s occupation. The respondent stated that:

“Parent’s occupation automatically reflects the income of parents in the households which
supports their children in educational matters. For example, some parents are peasants and
their income is extremely low to support their sons and daughters’ education like school fees,
transportation costs, etc. Under these situation girls are less tolerant as compared to boys
and hence dropout of their studies” (Male MP 45-50 years, 12/10/2022).
Moreover, in another interview, the respondent who was a male MP also associated
inequality in access to education in the community with parent’s occupation, he said that:

“Parent occupation contributed to inequality in access to education since girls are taken to
assist their parents. He further narrated that in Sierra Leone, most of the parents are
peasants, during preparation of farms and weeding the number of girl’s attendance decrease
because girls assisted domestic activities in their households when their parents are
performing farming activities” (Male MP, 25-30 years, 08/10/2022).

4.2.3.10 Sexual Harassment and Gender Inequality in Education

The general observation from interviews and participants who participated in the focused
group discussion indicates sexual harassment as obstacle towards gender equality in access to
education in secondary schools in the community. For example, in the discussion with the
MPs on some of the secondary school’s attitudes to girls education (names withheld), showed
that there is existence of sexual relationship between male teachers and girls in most schools
in the community. One of the participants stated that:

“In our school, several girls were seduced by male teachers, some of the girls succumbed to
the sexual pressure from male teachers so as to avoid punishment while they are in school.
The discussants further narrated that I know my classmate who refused sexual relationship
with a male teacher. The life of my fellow student has been tough since she refused engaging
in sexual relationship with our teacher” (Female MP 57yeas, 13/10/2022).

Moreover, during interview session with one female MP, she associated gender inequality in
access to education in the community with the existence of sexual relationship between male
teachers and female students. She said that:

“I remember one female student in our community school that had sexual relationship with a
male teacher. One day the teacher was caught by parents of that girl but the teacher used his
money to lobby the parents and eventually the girl student was transferred to other school
whilst no legal action was taken to that particular teacher” (Female MP 50years,
12/10/2022).

4.3.3.11 Distance to School and Gender Inequality in Access to Education

According to observation from interview and focus group discussion, long distance from
home to school limit gender equality in access to education in the community. For example,
during the interview held between researcher and the male MP in his constituency, the
distance from home to school by pupils especially girls was identified as a barrier by saying
that:

“Some of the students travel long distance about 4-6 kilometers from home to school, due to
the long journey, most of them reached school while they are late, tired and missed some
lessons especially during rainy season. Also they are punished when they are found that they
did not perform exercises left by teachers. As you know most of the girls are delicate than
boys, they found themselves intolerant and hence dropout of their studies” (Male MP, 55-70
years, 09/10/2022).

Another respondent who was a male MP revealed that distance from home to school was a
setback to equality in access to education in the community. The respondent said that
“…Long distance from home to school discourages most of the girls hence shorten their
studies. She further narrated that I remember two girls who were my classmates back then
who passed their national form two examinations but did not resume their studies claiming
that they are tired of long journey from home to school” (Male MP, 70 years, 08/10/2022).

During the focus group discussion held between the researcher and MPs, it was discovered
that long distance from home to school was noted as a source of inequality in access to
education that later affect female MPs in the Parliament. One of the participants said that:

“Because of long distance from home to school girls stayed in renting house nearby school.
These houses are called “ghetto.” At their ghetto they lacked necessary requirements to
sustain their life like food and clothes as a result they were forced to enter into relationship
with males specifically motorcycle drivers (Kekeh and bike riders) so as to meet their daily
requirements.” (Female MP 60 years, 11/10/2022).

The discussant further said that because these girls lacked supervision of their parents and
guardians they lost concentration on academic matters and hence got pregnancy while others
failed to meet requirement for proceeding to next class level.

4.3.3.12 Bias Education Curriculum and Gender Inequality in Education

During focus group discussion and interview sessions, bias education curriculum associated
with gender inequality in education in secondary schools. Girls are less motivated in science
subjects such as Mathematics, Physics and Chemistry compared to boys. For example, during
interviews held by researcher and female MP, the MP said that:
“For sure girls are less capable than boys in science subjects. He further stated that we can
take example of our last year whereby science class comprised of 23 students, four of them
were girls and finally they perform poor in their final examinations” (female MP 35-40years,
12/05/2022).

4.3.3 OBJECTIVE 4 – WAYS IN BRINGING GENDER EQUALITY AND

UNDERSTANDING WOMEN’S HUMAN RIGHTS IN POLITICS
ESPECIALLY PARLIAMENT
4.3.3.1 Gender Mainstreaming and Gender Equality in Education

The general observation from interview and focus group discussion revealed that there is
greater need of mainstreaming gender to ensure equal access to education in secondary
schools.

4.3.3.3 HOW BEST CAN YOU PROMOTE ACADEMIC EXCELLENCE AMONG

FEMALE CHILDREN
MPs were asked to state attitudes they could use to promote female children’s educational
excellence. See table 4.15 below;

TABLE 4.15: HOW BEST CAN YOU PROMOTE ACADEMIC EXCELLENCE

AMONG FEMALE CHILDREN?

RESPONSE FREQUENCY PERCENTAGE

PROVIDING ALL HER NEEDS 8 85%
BEING AVAILABLE FOR HER PROBLEMS 1 15%
TOTAL 09 100
Source: Field Data (2022)
According to table 4.15 above, the responses given coincide with the answers that MP gave
as parental attitudes that promote students’ academic excellence.

From the two categories, the respondents provided were financial and motivational and the
provision of all the needs of the children and being available to help solve the child’s
problem.

This means that working on the financial as well as the emotional problems of the female
child is enough to put her higher on the academic ladder.
4.3.3.4 Change of Negative Socio-Cultural Beliefs, Norms, Values, Attitudes and
Practices

The information from the focus group discussion revealed that in order to achieve gender
equality in secondary schools in the community, there is need to change negative practices
such as early and forced marriage that hinder equality in access to education among boys and
girls in the community. These practices need to be discouraged to increase girls’ admission,
retention and performance rate like boys. One of the participants said that:

“Early and forced marriages are among of bad practices existed in our area for many years.
These practices require immediate intervention to rescue school girls in the community that
lacked access to education while others are forced to shorten their studies so as to be
married” (Female MP, 50-60 years, and 07/10/2022).

4.3.3.5 Women Right and Human Right, Violence against Women and Girl Child

During interview and focus group discussions, the respondents put comment on human right
to bring gender equality in access to education in the community with different feelings.

Despite the existing laws, there is greater need to establish and enforce new strict laws so as
to address problem of bad socio-cultural practices like early and forced marriages which
shortens hundreds of girls to resume studies (Female MP, 45-50 years of age, 06/10/2022).

Another MP said that “…In our country, there are strict laws that established to protect a
girl child but the problem is about the implementation of these established laws” (male MP
64-70 years of age, 09/10/2022).

Another respondent asserts that “…I think the existing laws are enough to deal with the
problems but the issue is corruption when it comes to implementation of these laws. Many
school pregnancy cases ended in police stations since the suspected people lobby police
officers with some money” (male MP 55-60 years of age, 08/10/2022).
 CHAPTER FIVE

SUMMARY, CONCLUSIONS

AND RECOMMENDATIONS

5.0 INTRODUCTION

This chapter covers the summary of findings, conclusions and recommendations based on the
literature review and empirical findings.

5.1 SUMMARY OF FINDINGS

The entire study targeted a sample population of 50 respondents who might have got
experience on the issues of the stigmatisation female members of parliament faced due to
lack of gender knowledge. The participants selected were expected to provide maximum
information about the research problem and therefore the participants were purposefully
sampled. This study had a sample size of fifty participants. The researchers adopted both the
quantitative and the qualitative research approaches in order to solicit deep investigation from
participants on how they perceived the problem of gender inequality in the wells of
participants.

To realize the intention of this study, in-depth interview was used together with focused
group discussion method and documentary review in order to triangulate methods for the
same purpose of increasing the reliability of the findings. Summary of findings has been
organized according to research questions. This study comprises of three major questions:

5.1.1 The structural stigma Female MPs face

Under this research theme, the researcher examines the factors causing gender inequality in
the wells of parliament. Socio-economic and cultural factors in the research community affect
MPs to access parliamentary seats. The literature review findings discovered that Women
have struggled for political rights for centuries. Although there are no legal barriers to women
voting or standing for election, it is clear that significant challenges to women’s participation
persist. Women comprise more than 50 percent of the pool of those eligible to stand for
election and hold political office in most countries, but that proportion is not reflected in the
composition of decision-making bodies. In 2008, less than 18 percent of all the legislators in
parliaments around the world are women. A decade earlier, in 1997, women held less than 12
percent of parliamentary seats worldwide. At this slow rate of change parity between men
and women in parliaments remains a long way off.

The trend in terms of women’s access to parliaments in recent decades has been one of
gradual but steady progress. In 1975, at the time of the First World Conference on Women
held in Mexico City, women accounted for nearly 11 percent of representatives in unicameral
or lower houses of parliament worldwide. A decade later, women’s representation had
increased by only one percentage point. By 1995, the proportion of women parliamentarians
had actually decreased slightly.

A new impetus for women’s participation in decision-making circles found expression,

however, at the Fourth World Conference on Women, held in Beijing in 1995, and the
adoption of the Beijing Platform for Action, which highlighted special measures that states
could implement to increase the participation of women in politics, including setting targets
with a view to achieving equal participation of men and women.

5.1.2 The impacts of the Lack of Gender Knowledge on Female MPs

Under this research question various impact were found including poverty, high fertility rate,
and infancy and child mortality rate, employment of girls in informal sector as well as
increase of dropout rates. Firstly, findings reveal that lack of education plays significant role
in the way female MP formulate and support and critic policies.

The findings asserts that lack of gender knowledge of female MPs leads to poor decision-
making, low service delivery. Unbalance power relations, etc which are all created by the
value of work and the difference in accessing resources encouraging multiple institutions like
Ministries, Departments and Agencies and schools to perpetuate the gender roles, which are
the reasons why through the social structure, different power relations and status between
men and women are experienced.

This has resulted in gender inequality within many societies. The different value of work
based on sex creates different degrees of access and control over resources and different
benefits by men and women. In most rural areas, women are not yet recognized as a factor in
the socio-economic, political and environmental development of the country. They have been
exploited by their culture, of which men are the main custodians.
5.1.3 The causes of the lack of Gender Knowledge on Female MPs

According to the findings, patriarchy forms a system in which there are sets of beliefs,
opinions and behaviour about masculinity and feminism. This belief system is mainly due to
the influence of culture. Patriarchal beliefs do not only vary from one culture to the other but
they also vary within cultures over time. As societies become more complex, the roles played
by men and women are not only determined by patriarchal beliefs but also by socio-political
and economic factors such as gender roles, socialization, division of labour, value, power
relations and institutions. Gender roles are what a society or culture constructs and prescribes
as proper roles, in examples of behaviour and personal identity, wherein that which is
associated with women is feminism and with men is masculinity, with the latter given more
hierarchical value.

5.2 CONCLUSION

Based on the literature review and empirical findings of the study, we have concluded that the
results have adequately substantiated the objectives of the research. Thus, on the basis on the
research findings, it can be concluded that, the results confirmed the earlier assumptions that
for real change to occur, however, political will is required. Men and women must agree and
acknowledge that women’s inclusion and equal participation in parliamentary processes not
only benefits societies and the global community, but is also necessary for legitimate
democracy. With that agreement, the country as a whole must act to ensure women’s
inclusion as legitimate and credible actors in politics, and in particular to facilitate their input
into the work of parliament.

5.3 RECOMMENDATIONS

(i) We recommend that female MPs to work together to strengthen their political impact,
both within the wells of parliament and in their own communities. Female MPs
working together can achieve greater equality, and help change laws and policies.

(ii) Create a zero tolerance response to unprofessional behaviour in the Chamber to

ensure the standard of behaviour in the Chamber is what is accepted in other work
environments. If behaviour fails to improve, additional ‘rules and sanctions’ may need
to be created.
(iii) Improve the online gateway to Parliament to enhance the parliamentary online
presence and encourage more women and other currently under-represented groups to
consider a role in public life, to help change people’s lives and the communities in
which they live.

(iv) Establish a Women and Equalities Select Committee to raise issues that are a priority
for women and review how women are impacted by Government policy. Women and
Equalities Oral Parliamentary Questions already take place in the Chamber regularly
and there is a Minister for Women at the Cabinet table, so it would be appropriate to
have a Select Committee established.

(v) Improve the predictability of the Parliamentary calendar so that MPs know whipping
requirements and timetable of the business of the House further in advance. They can
then plan their time and work more effectively both in the House and in the
constituency.
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