The connection between gender and culture is strong even today in the formation of learning and educational processes in Cameroon. Cultural traditions, indigenous pedagogies, folktales, and gender social norms still have a significant role in shaping access to education and academic success for boys and girls in schools. This paper analyzes the connection between culture and gender regarding education in Cameroon using three theories: gender socialization theory, feminist theory and culturally responsive pedagogy. Gender education issues are among the many problems faced by Cameroon. While the country's educational levels have improved, there still remain some gaps between the genders, especially in rural communities. According to studies, culture, household chores, and gender norms affect access to education and learning outcomes. Through an analysis of the existing empirical evidence and the literature on the subject matter, the author discusses gender representation in folklore tales, gender expectations at school, gender discourse in the classroom, and the overall connection between indigenous culture and gender learning process. With a combined approach of comparative analysis design, the study was conducted on 200 families (20 Indigenous families selected from each administrative region) and more specifically on parents (341, as there are single-parent families), primary school children (257 boys and 195 girls), and teachers (68). The quantitative data was acquired using structured questionnaires and performance records, whereas the qualitative data was acquired through interview and focus group discussion with parents, teachers, and children. The results show that folktales are still an essential part of moral and cultural learning in Cameroonian families, but the educational impact varies in terms of geographical location, gender, and socioeconomic class. The study confirms that the tradition of folktales is inclined towards promoting gender stereotypes, which determine the educational expectations of children from each sex. The statistical analysis proves that there is a positive relationship between gender-friendly folktales and improved academic performance of females. In contrast, highly gender-oriented folktales have a negative effect on educational motivation of girls from rural areas. The study also confirms that regions with high incorporation of indigenous culture into home and school education have higher rates of students' attendance, literacy, and participation in the learning process. On the other hand, patriarchal understanding of folklore limits girls' self-confidence and academic success. From the results obtained, it can be stated that educational practices in Cameroon not only serve to transmit culture but also reproduce gender inequality structures. However, indigenous pedagogies also have some transformative potentialities.
Gender, cultural education, Cameroon, folktales, indigenous pedagogy, academic achievement, gender equality.
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