| dc.description.abstract | The study investigated the issue of dual Vulnerability of Batwa Girls’ access to primary education in Rubanda District. The argues that Batwa, a marginalized indigenous community, face multifaceted challenges that hinder their access to education as an ethnic group with their girl children facing a double portion of vulnerability. Drawing on the intersectionality framework pioneered by Crenshaw and Collins, the study explored the complex dynamics of oppression faced by Batwa girls, considering the major factors of gender, and ethnicity, accompanied by minor factors such as socio-economic status, among others. Through a mixed-method research approach, using both quantitative and qualitative data collection techniques, the study uncovers critical insights into Batwa girls’ dual vulnerability manifested through the barriers these girls encounter. In addition to belonging to the marginalized Batwa ethnic group, they face oppression as girls such as heavy burden of gender roles, effects of poverty, and discrimination. Quantitative data findings revealed that School Based Factors (p < 0.001) such as insufficient infrastructure, and limited scholastic material access significantly influenced Batwa girls' access to primary education, while Background Characteristics (p = 0.429) such as age showed minimal impact to Batwa girls access primary education. In addition, the qualitative findings also revealed that parents’ perception also significantly affected Batwa girls’ access to primary education in the district. The findings underscore the importance of school environment improvements and the need to address cultural, economic, and gender-specific challenges for inclusive education. This study contributes to a comprehensive understanding of the intricate issues surrounding Batwa girls' education and recommends tailored interventions to break the cycle of marginalization and contribute to empowering Batwa girls through education. | en_US |
