Impact of cultural factors on girls in developing countries, to access or incompletion of higher Education: a case study in Somalia.

Abstract There is a glaring underrepresentation of women in official work, education, and administrative roles. Communities that uphold traditional cultural values, beliefs, habits, and practices, as well as those that have unfavorable views and opinions about women and girls, are particularly characterized by gender discrepancies. These cultural traits are probably going to have a negative impact on the girls' goals for their futures in education. As a result, this study looked at the impact of cultural determinants on females' access to and completion of higher education in developing nations using a case study of Somalia, a country largely populated by people from diverse family backgrounds. The equal opportunity theory was implemented. A survey with a descriptive format was used. A questionnaire was used to gather information from 139 headmasters, instructors, students, and parents in the sample. To analyse and present the data, descriptive statistics were utilized, namely in the form of frequencies and percentages.