AFRICAN INSTITUTE OF RESEARCH AND DEVELOPMENT

STUDIES P.O BOX 3790-30100

ELDORET

RESEARCH PROJECT

TITLE: FACTORS INFLUENCING WOMEN EMPOWERMENT

AMONG PASTORAL COMMUNITIES: A CASE STUDY OF
LOKICHAR COMMUNITY OF TURKANA COUNTY IN
KENYA

PRESENTOR BY: EWOTON MAURINE IMURON

INDEX NO: 5341040015

CENTRE CODE: 534104

COUSRE CODE: 2428

PAPER NO: 307

SUPERVISOR: MR ELLY K. MURGOR

PRESENTED TO: KENYA NATIONAL EXAMINATION COUNCIL

PARTIAL FULFILMENT FOR AWARD OF DIPLOMA IN
SOCIAL WORK.

SERIES: NOVEMBER, 2021

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 DECLARATION

Declaration by the candidate

This project is my original work and that it has not been submitted to any other institution for
examination.

PRESENTOR BY: EWOTON MAURINE IMURON

INDEX NO: 5341040015

Signature……….…… Date……………….

Declaration by the Supervisor

This Research project has been submitted for examination to Eldoret Technical Training Institute
as the Supervisor.

MR ELLY K. MURGOR

Signature: …………………….. Date: …………………

Lecturer –

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 DEDICATION

This research Project is dedicated to my family members for their support, moral and financial
support they have given me during my studies and to my Mum for being there for me.

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 ACKNOWLEDGEMENT

First and foremost great gratitude goes to the Almighty God for guarding me throughout my studies
.Special thanks goes to my supervisor for her tireless effort in project writing. I also like to
appreciate my friends for their support and encouragement

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 TABLE OF CONTENT

DECLARATION............................................................................................................................. ii

DEDICATION................................................................................................................................iii

ACKNOWLEDGEMENT.............................................................................................................. iv

ABBREVIATION AND ACRONYMS......................................................................................... ix

ABSTRACT.....................................................................................................................................x

CHAPTER ONE.............................................................................................................................. 1

INTRODUCTION............................................................................................................................1

1.1 Background of the study............................................................................................................ 1

1.2 Statement of the problem........................................................................................................... 5

1.3 Purpose of study.........................................................................................................................5

1.4 Objectives of the study...............................................................................................................6

1.5 Research question.......................................................................................................................6

1.6 Significance of the study............................................................................................................6

1.7 Basic Assumptions of the Study................................................................................................ 7

1.8 Delimitations of the study.......................................................................................................... 7

1.9 Limitations of the study............................................................................................................. 7

1.10 Definition of significant terms used in the study..................................................................... 8

CHAPTER TWO............................................................................................................................. 9

LITERATURE REVIEW.................................................................................................................9

2.1 Introduction................................................................................................................................9

2.2 Women empowerment project success factors.......................................................................... 9

2.3 Gender roles and Women empowerment...................................................................................9

2.4 Traditional practices and women empowerment....................................................................... 9

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2.5 Property access and women empowerment..............................................................................10

2.6 Property Ownership among pastoral communities and women empowerment.......................10

2.7 Formal education and women empowerment.......................................................................... 10

2.8 Women’s Empowerment Theoretical Framework................................................................... 10

2.8.1 Link between theoretical framework and the study.............................................................. 11

2.9 Conceptual framework............................................................................................................. 11

2.10 Gap in Literature review.........................................................................................................13

CHAPTER THREE........................................................................................................................14

RESEARCH METHODOLOGY................................................................................................... 14

3.1 Introduction.............................................................................................................................. 14

3.2 Research design........................................................................................................................14

3.2 Target population......................................................................................................................14

3.4 Sampling procedure and sample size....................................................................................... 14

3.5 Data collection method.............................................................................................................14

3. 6 Data collection instrument.......................................................................................................15

3.6.1 Questionnaire.........................................................................................................................15

3.6.2 Interviews.............................................................................................................................. 15

3.6.3 Focus group discussion......................................................................................................... 15

3.7 Validity of instrument...............................................................................................................16

3.8 Reliability of instrument...........................................................................................................16

3.9 Data collection procedure.........................................................................................................16

3.10 Data analysis and technique................................................................................................... 16

3.11 Ethical Consideration............................................................................................................. 17

CHAPTER FOUR.......................................................................................................................... 18

DATA ANALYSIS, PRESENTATION AND INTERPRETATION............................................18

4.1 Introduction.............................................................................................................................. 18
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4.2 Questionnaire Return Rate....................................................................................................... 18

4.3 Demographic characteristic of respondents..............................................................................18

4.3.1 Distribution of respondent in terms of age bracket............................................................... 18

4.3.3 Distribution of respondents in terms of time they have lived in Turkana County................19

4.3.4 Distribution of respondent in terms of source of income......................................................19

4.4 Gender roles and its influence on women empowerment........................................................ 20

4.4.1 Women roles..........................................................................................................................20

4.4.1.1 Qualitative findings on women roles..................................................................................21

4.4.1.2 Livestock rearing activities................................................................................................ 21

4.4.2 Challenges associated with women roles.............................................................................. 21

4.4.2.1 Qualitative findings on challenges associated with women roles...................................... 22

4.4.3 Men roles...............................................................................................................................22

4.5 Traditional practices and their influences women empowerment............................................22

CHAPTER FIVE............................................................................................................................23

SUMMARY OF FINDINGS, DISCUSSIONS, CONCLUSIONS AND RECOMMENDATION............23

5.1 Introduction.............................................................................................................................. 23

5.2 Summary of findings................................................................................................................ 23

5.3 Discussion of the findings........................................................................................................ 23

5.3.1. Gender roles and its influence on women empowerment.................................................... 23

5.3.2 Traditional practices and its influence on women empowerment.........................................24

5.3.3 Property access and its influence on women empowerment.................................................24

5.3.4 Property ownership and its influence on women empowerment...........................................24

5.3.5 Formal education and its influence on women empowerment..............................................24

5.4 Conclusion of the study............................................................................................................25

5.5 Recommendation of the study..................................................................................................25

5.6 Suggested area for further research.......................................................................................... 25

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5.7 Contribution to the body of knowledge....................................................................................25

5.7.1 To determine the influence of gender roles on women empowerment................................. 25

5.7.2 To determine influence of traditional practices on women empowerment........................... 25

5.7.3 To establish influence of formal education on women empowerment..................................26

REFERENCES...............................................................................................................................27

APPENDICES................................................................................................................................28

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 ABBREVIATION AND ACRONYMS

UN United Nations
UNESCO United Nations Educational, Scientific and Cultural Organization
FGM Female Genital Mutilation
SIDA Swedish International Development Cooperative Agency
OXFAM GB Oxfam Great Britain

DAWN Development Alternative for Women in New era

NGO Non Governmental Organization

MDG Millennium Development Goal

ABEK Alternative Basic Education for Karamoja

PRA Participatory Rural Appraisal

HIV Human Immunodeficiency Virus

ICRW International Center for Research on Women

CARE Cooperative for Assistance and Relief

Everywhere
SPSS Statistical Package for Social Scientist

VAW Violence against Women

VAW/G Violence against Women or Gender

GBV Gender Based Violence

KII Key Informant Interview

FGD Focus Group Discussion

FHI Food for Hungry International

STI Sexually Transmitted Infections

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 ABSTRACT

This study was carried out to identify factors influencing women empowerment among pastoral
communities, a case of Lokichar community of Turkana County in Kenya. Gender equality and
women’s empowerment, a third Millennium Development Goal is considered to be an essential
component of sustainable economic growth and poverty reduction. However, for pastoralist
community gender inequality is acute and deep-rooted, much more so than in society at large.
Women have: very low social status, very low literacy levels, very restricted roles in public life
and restricted ownership of livestock (cattle and camels) the main store of wealth in pastoral
economies. The study had sought to address the following objectives: determine influence of
gender roles on women empowerment, establish influence of traditional practices on women
empowerment, establish influence of property access on women empowerment, determine
influence of property ownership on women empowerment and establish influence of formal
education on women empowerment. The research design was descriptive where questionnaires
were generated on related areas of study and individuals were selected through probability
sampling. Sampling for household was carried out through cluster and multi-stage sampling
techniques. The study targeted a sample of 91 women from the age of 18 years and above, 4
women leaders and 1 woman Focus Group Discussion. Data collection was done using
questionnaires and interviews (focus group discussions and key informant). Quantitative data was
analyzed using Statistical Package for Social science version 21 and qualitative data was
analyzed thematically and the findings were presented in tables. From the findings gender roles,
traditional practices, property access, property ownership and formal education have either a
negative or positive influence on women empowerment. 90 of the respondents accounting for
99% of the respondents indicated that gender discrimination is the main challenge associated
with gender roles, while 80 respondents with an 88% had experienced GBV. 79 respondents with
an 84% turned to their husbands for permission in order to access property. From this study,
there is need to promote gender equality among pastoral communities and sensitize communities
against gender discriminating traditional practices and violence against women. The findings and
recommendations will be shared with the Ministry of Gender and Social Services and all
stakeholders of Turkana County in general so to enhance women empowerment and address root
causes of some of the challenges identified.

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Empowerment is the process by which the powerless gain greater control over the circumstances
of their lives. Empowerment according to SIDA (1997) comes from inside, from the individuals
themselves, it cannot be granted by others. Pradhan (2003) mentioned that currently the phrase
‘empowerment of women’ is in vogue. In common usage the concept describes women making
independent choices, enabling them to emerge from a subordinate position and make claims on
their share of the benefits of development interventions as their right, rather than being passive
recipients of welfare distribution. IFAD (2003) stated that gender equality and women’s
empowerment is an enabling process for women to express their potentials, as producers,
managers of resources and providers of services, to the benefit of their households and their
communities at large. Women should not be viewed as vulnerable recipients of assistance but as
powerful allies in the process of social and economic change.

Women empowerment has been highlighted by Oxfam (2005) to be necessary for reasons of
principle and pragmatism. It is a matter of fact that women have the same rights as men, and it is
also the right thing to do which will make the world a better place and help us attain human
development. Sen and Grown (1985) described that power exists and works at different levels
including within the political, the institutional, the household and the individual. For example
when understanding what power women have and/or what they can or have achieved one could
look at
a) decision making processes and b) access to resources within all these different levels. The
empowerment approach which has its origins in feminist and third world organizations such as
DAWN (Development Alternatives for Women in New Era) emphasizes the collective (‘power
with’) dimensions of empowerment. DAWN stresses the importance of women’s organizations
in demanding and promoting change towards their vision of society and to create political will
for serious action by those in power. Proposed activities necessary for change include political
mobilization, legal changes, consciousness raising and popular education.

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Empowerment has been defined by Oxaal (1997) as something that can be seen to have been
altered as it has gained support in mainstream development thinking. Today, empowerment tends
to be seen as individual rather than collective, and focused on entrepreneurship and individual
self- reliance, rather than on cooperation to challenge power structures with subordinate women
(or other marginalized groups).

According to Pradhan (2003) the notion of power and empowerment to have developed a major
shift from the conventional socio-economic perspective of viewing subordination of women as a
lack of socio-economic measures of power indicated by education, income or access to
resources. He insisted that empowerment needs to move beyond a socio-economic institutional
perspective which assumes that individual socio-economic characteristics such as women’s
education, labor force participation and income and access to resources will determine a
woman’s ability to exercise control over forces of adversity, improving her power relations with
men. Indeed empirical evidence shows that despite improvements in education, income and
access to resources and credit in the last 10-15 years, women’s position in the areas of health,
decision-making, employment and freedom of rights have not improved significantly as
indicated by human and development indicators.

Empowerment as defined by Oxaal (1997), is the ability to make choices, but it must also involve
being able to shape what choices are on offer. It is essentially a bottom-up process rather than
something that can be formulated as a top-down strategy. Understanding empowerment in this
way means that development agencies cannot claim to ‘empower women’ but that women must
empower themselves. Devising coherent policies and programmes for women’s empowerment
requires careful attention, because external agencies/bodies tend to be positioned with ‘power
over’ target populations.

Women bear a disproportionate burden of the world’s poverty. Statistics indicate that women are
more likely than men to be poor and at risk of hunger because of the systematic discrimination
they face in education, health care, employment and control of assets. Poverty implications are
widespread for women, leaving many without even basic rights such as access to clean drinking

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water, sanitation, medical care and decent employment. Being poor can also mean they have
little protection from violence and have no role in decision making.

Women represent a high percent of the world’s poor, and are often paid less than men for their
work. Women face persistent discrimination when they apply for credit for business or
selfemployment and are often concentrated in insecure, unsafe and low-wage work. The current
financial crisis is likely to affect women particularly severely. In many developing countries
where women work in export-led factories, or in countries where migrant women workers are the
backbone of service industries, women’s jobs have taken the greatest hit. The International Labor
Organization estimated that the economic downturn could have led to 22 million more
unemployed women in 2009, jeopardizing the gains made in the last few decades in women’s
empowerment. In many countries, however, the impact goes far beyond the loss of formal jobs,
as the majority of women tend to work in the informal sector, for example as domestic workers
in cities, and do not show up in official unemployment numbers. Economic policies and
institutions still mostly fail to take gender disparities into account, from tax and budget systems
to trade regimes. And with too few seats at the tables where economic decisions are made,
women themselves have limited opportunity to influence policy.

According to Oxaal (1997) every pastoralist community is different, but they share some basic
similarities. Gender inequality is acute and deep-rooted, much more so than in society at large.
Women have: very low social status, very low literacy levels, very restricted roles in public life
and restricted ownership of livestock (cattle and camels) the main store of wealth in pastoral
economies. Some aspects of women’s subordination are: very limited access to education for
girls, very limited access to training for women, very limited access to information few women
own or have access to radios, and so they do not benefit even when there are valuable radio
programs in local languages that give market information and access to wider discussions of new
ideas and prospective economic opportunities. Restrictions on women’s ability to travel, early
marriage – most pastoralist women are married in their (early) teens. Harmful traditional
practices such as; polygamy, wife sharing, FGM and the payment of “bride prices” encourages
people to view women as property.

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The pastoral economy is based on livestock; camels, cattle, sheep and goats. These are the
principal assets and store of wealth. But, across the region, social morals limit women’s
ownership of camels and cattle. With a rigid gender division of labor, the exclusion of women
from ownership of the main store of wealth is central to gender disparity in pastoral
communities. But, some women generally own small stock like goats and sheep. They also own
or have use rights over small plots of land, which they devote to the limited range of pastoralarea
crops and to horticulture. Enhancing productivity in these areas offers a way forward.

Women often have low self-esteem and confidence as stated by Mitzlaff (1988), together with a
belief that they have little worth contributing beyond the household. Identity is heavily
influenced by relationships with others, and by the dominant culture. Often identity is prescribed
by others. Humans have tendencies to put individuals and groups into categories. Such
‘stereotyping’ is often inaccurate and misleading, based on imperfect information and filtered
through individual’s backgrounds and life experience. Identity of pastoral women is strengthened
by clothing, jeweler and other adornments. Jeweler can also play an important role in pastoral
society as symbols of power and for example, the kind of jeweler worn, illustrates whether a
woman is a widow or not.

Women’s Empowerment Framework describes access to resources (including education,

livestock, income generation, credit, and natural resources) on an equitable basis. It tends to be
describe the case that men and women have different degrees of access to resources, including
natural resources
e.g. use of trees or land; economic resources e.g. credit; services e.g. schools and clinics; and
political resources e.g. information on their ‘rights’ and legislation, or forums to voice their
concerns and needs. Not only do men and women have different access to resources but they also
have different access to the decision-making processes that concern the use of those resources
and how the money is spent, if they are sold. IFAD (2003) said that as such women’s entitlement
to productive resources is not just a legal or policy matter; but is a question of social
transformation of gender relations and social institutions.

Effective command as defined by Koning (2003) is the degree that resources, to which social

4
actors have legitimate command, are actually utilized. This is not always obvious and rights to
and use of resources can be highly complex. There may be more than one party involved in
claiming access

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to certain properties. Secondly transforming a legitimate right into effective access, an
entitlement demands a proper combination of endowments. A female village member may have
principal access rights, by virtue of her membership of the village community. However, she
may fail to exercise her initial rights due to prevailing gender relations that proscribe that women
cannot go out to graze animals. Alternatively she may find her access rights to the common
grazing pastures not translated into actual access because other, more powerful actors have
encroached and enclosed a portion of the commons for individual ranching purposes. Finally, she
may not be able to access the pastures when she has no grown-up children to assist her.
Therefore, actual access does not logically derive from the word principal access rights.

1.2 Statement of the problem

Gender equality and women’s empowerment as stated by Eneyew & Mengistu (2013), is a third
Millennium Development Goal that is considered to be an essential component of sustainable
economic growth and poverty reduction. However, governments continue to struggle with their
capacity to translate gender policies into effective, actionable programs. Pastoralist women due
to their location; most of them are living in Arid and Semi-Arid lands of Kenya, this areas are
under developed. As much as Kenyan Government has embarked on empowering women as
stipulated in the Vision 2030; pastoralist women are still lagging behind. These challenges are
attributed by several factors which are but not limited to; discriminating traditions, unequal
gender roles, poor access and control over resources, poor education and access to trainings.

1.3 Purpose of study

The study aimed to establish factors influencing women empowerment among pastoral
communities. A case of Lokichar Community in Turkana County, in Kenya.

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1.4 Objectives of the study

The study objectives were:

1. To determine the influence of gender roles on women empowerment among pastoral
communities.
2. To assess the influence of traditional practices on women empowerment among pastoral
communities.

3. To establish the influence of property access on women empowerment among pastoral

communities.

4. To evaluate the influence of property ownership on women empowerment among

pastoral communities.

1.5 Research question

The research questions were:

1. How do gender roles influence women empowerment among pastoral communities?
2. Which traditional practices have an influence women empowerment among pastoral
communities?

3. What influence does property access have on women empowerment among pastoral
communities?

4. How does property ownership among pastoral communities influence women

empowerment within the same communities?

1.6 Significance of the study

The study findings will be valuable to all stakeholders working in Turkana Ward. It is hoped that
it will provide relevant information that can guide organizations, government, community and
other stakeholders in gender sector to employ favorable interventions, policy and practice to
support women empowerment.

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1.7 Basic Assumptions of the Study

The researcher assumed that the respondents would be honest, cooperative, factual (objectivity)
and trustworthy in their response to the research instruments and would be available to respond
to the research instruments on time. The study further made the assumptions that there would be
no serious changes in the composition of the target population that would affect the effectiveness
of the study sample.

1.8 Delimitations of the study

The study addressed gender roles, traditional practices, property access, property ownership and
formal education and their influence on empowerment of a Lokichar woman. The study findings
were limited to Turkana County of Turkana County in Kenya due to limited resources of the
researcher to target Lokichar women living in other Wards within North Horr, Moyale and Saku
Sub counties as well as Southern Ethiopia. The study involved women from the age of 18 years
and 4 local women leaders.

1.9 Limitations of the study

The study was conducted in Turkana County which is several kilometers from Turkana town
towards Ethiopian border. The researcher had challenges of studying in a very vast and hot area,
with rugged train, poor roads as well as poor public transport too. The researcher allocated
herself enough time to travel to and back and organized for her own private means of transport.
As for the hot climate, the researcher worked on data collection during early hours of the day and
later in the evening, when the weather was considered conducive for movement.

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1.10 Definition of significant terms used in the study

The following significant terms were defined according to this study

Lokichar community: Are camel nomads living in hot and dry regions of northern Kenya.
The Lokichar and many other ethnic groups belonged to a wider
nation known as Oromo who are in Ethiopia in larger numbers.

These groups share Oromo language which belongs to AfroAsiatic

language.

Gender: Gender refers to the socially constructed roles of, and relations
between men and women. It refers to roles that are created in our
families, our culture, and our society. In addition to age, gender
is one of the universal dimensions on which status differences are
based.
Gender roles: Gender roles are the roles that society assigns to men and women based
on their gender. They influence relationships between men and
women. Gender roles have been changing in Western society in
recent decade and generally have become more flexible.

Traditional practice: Generally refers to the manifestation of a culture or sub-culture,

especially in regard to the traditional and customary practices of a
particular ethnic or other cultural group. It commonly refers to the
traditional practices developed within specific ethnic cultures.

Women empowerment: It is the process by which women gain greater control over the
circumstances of their lives. It means greater self-confidence, and
an inner transformation of one’s consciousness that enables one to
overcome external barriers to accessing resources.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

Factors influencing women empowerment among pastoral communities, has been covered in
literature. This study entailed a review of literature on the study of independent and dependent
variables under scrutiny. The first part is a description of the various identified project success
factors. The next part of the chapter introduces the variables namely; gender roles, traditional
practices, property access, property ownership, formal education and their influence on women
empowerment. This chapter also discusses conceptual framework, theoretical framework and
gaps in literature review.

2.2 Women empowerment project success factors

Several researchers have examined pastoralist women empowerment; UN and several other
institutions included. The list of success factors are; access to productive asset like livestock and
land, literacy, expertise in running businesses, access to credit, time to engage in economic
activities, self confidence, access to family and community decision making opportunities.

2.3 Gender roles and Women empowerment.

Gender refers to an array of socially constructed roles and relationships, personality traits,
attitudes, behaviors, values, relative power and influence that society ascribes to the two sexes on
a differential basis. Gender roles are those roles that society assigns to men and women based on
their gender.

2.4 Traditional practices and women empowerment

Indigenous women throughout the world are marginalized; suffering discrimination not on the
basis of sex, race, cultures and class as described by UN (2010) the special advisor on Gender
issues. Because culture exists through, and is generated by, the lived experiences of people, the
role of women in transmitting culture also situates them as creators and custodians of culture.

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2.5 Property access and women empowerment

Traditionally, pastoralist women are not involved in decision making both at family level and in
a community level. Permission has to be sought from husbands or male representative for any
activity that a woman wants to be involved in, including access to household or community
property.

2.6 Property Ownership among pastoral communities and women empowerment

From a study conducted among pastoralist of Ethiopia by Eneyew & Mengistu (2013), it
confirmed that women suffer from gender inequality by many standards. Women have lower
educational status, fewer livestock, and less land due to discriminatory access and unfavorable
attitudes. It is also evidenced that the probability of households falling into poverty is higher for
households headed by females than males. The frustrating event is that many of the challenges
and burdens on pastoral women will remain invisible and unnoticed, and are likely to be
perpetuated from generation to generation through societal values and norms.

2.7 Formal education and women empowerment

First United Nations Conference on Women (1975), the role of gender as a key variable in
national development issues did not seem important in many developing countries, including
Kenya as stated by Eneyew & Mengistu (2013). It is during this first UN Decade for Women that
national governments agreed to recognize women clearly as the ‘missing link’ in national
development and economic success within the human capital investment framework. During this
period, questions emerged regarding gender equity and equality of education akin to those raised
by 18th Century English feminists such as May Wollstonecraft in her works, Thoughts on the
Education of Women (1787) and A Vindication of the Rights of Women (1789) in which she
argued for a transformation of educational and socialization processes that were responsible for
stunting women’s intellect by teaching them to be subordinate to men.

2.8 Women’s Empowerment Theoretical Framework

This study is based on theory of women empowerment framework by Golla, Maholtra, Nanda
and Mehra (2011) who stated that a woman is empowered when she has both the ability to

11
succeed and

12
advance and the power to make and act on economic decisions. To succeed and advance women
need the skills and resources to compete in markets, as well as fair and equal access to economic
institutions. To have the power and agency to benefit from economic activities, women need to
have the ability to make and act on decisions and control resources and profits.

2.8.1 Link between theoretical framework and the study

Women empowerment theoretical framework by Golla, Maholtra, Nanda and Mehra (2011) is
related to this study through its objectives. Property access and ownership the third objective,
relates to resources considered by women empowerment framework to be building blocks that
women can draw from to succeed economically through power and agency.

2.9 Conceptual framework

The study has identified independent variables which include: a gender role that includes women
roles, men roles and challenges of women roles. A second variable is traditional practices which
is segregated into stereotyping practices, gender based violence and decision making.

13
Gender Government policy

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2.10 Gap in Literature review

Some studies have been done on pastoral women by Kipuri and Ridgewell (2008), Eneyew and
Mengistu (2013), Livingstone and Ruhindi (2011) and Hewitt (1989) on many aspects including
but not limited to women empowerment, however little has been done on Lokichar women. Out
of the fact that Lokichar community initially belonged to the larger Oromo group who are mostly
based in Ethiopia, there has been a biasness to study them under Borana. There are gaps in terms
of gender roles among Lokichar who are camel herders, traditional practices influenced by their
system of Governance called Yaa according to Tablino (1999) and gaps in terms of traditional
rules governing property access and ownership. Therefore this study seeks to study the factors
that influence women empowerment among Lokichar community as part of pastoral
communities.

15
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter consists of research design, target population, sample size, sampling design, data
collection instruments, and data collection procedures and data analysis. The researcher also
gave a validation of the chosen methodology used in research to make its findings objective.

3.2 Research design

The researcher used descriptive survey for the study. This refers to a set of methods and
procedures that describe variables. Descriptive survey is a process of collecting data in order to
test hypothesis or to answer the question of the current status of the subject under study.

3.2 Target population

Mugenda and Mugenda (2003) describe a population as the entire group of individuals or items
under consideration in any field of inquiry and have a common attribute. This study targets all
Lokichar women from the age of 18 years and above living in Turkana Ward. Turkana County
has a population of 7,481 females according to Kenya National Bureau of Statistics (2009) and
out of this 96 women will be interviewed.

3.4 Sampling procedure and sample size

According to Mugenda and Mugenda (1999) where there is time and resources, a researcher may
make a bigger sample. This means that there would be a high level confidence.

3.5 Data collection method

Data was collected from households in 2 sub locations of Turkana County using structured
questionnaires. Data collection used a questionnaire because it is a typical method through which
descriptive data can be collected, Gay, (1981). Primary data was collected using close ended
questionnaires, where response from 91 women was collected. The questionnaire was
administered to the respondents with the help of a research assistant who understood the local
language. The
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duration for responding to the questionnaire was flexible, and where it proved difficult for the
respondents to complete the questionnaire immediately, the researcher took a break and returned
later.

3. 6 Data collection instrument

This study used the following data collection instrument; questionnaire, interviews and focus
group discussion.

3.6.1 Questionnaire

Data collection tool that the study used was close ended questionnaires (see Appendix 2). It was
be divided into 6 sections; where section 1 comprised of socio-demographic data, section 2
gender roles, section 3 traditional practices, section 4 comprises of property access, section 5 has
property ownership and section 6 formal educations influencing women economic
empowerment. The survey questionnaire was administered through face to face personal
interviews with the respondents.

3.6.2 Interviews

Key informant questionnaire was administered to 4 women leaders.

3.6.3 Focus group discussion

Focus group discussion is another method that was used to collect data from selected women
groups. This was because the groups had collective support in information sharing that was
important in highlighting challenges associated with women empowerment. Focus group
discussions have been found helpful in assessing needs, developing plans, testing new ideas or
improving existing programmes, Krueger, (1988); Babbie, (1992). Focus group guides were
developed and used in the focus group discussion. A group of women with 10 women were
interviewed in Turkana sub-location.

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3.7 Validity of instrument

Validity determines whether the research truly measures that which it was intended to measure or
how truthful the research results are, Joppe, (2000). To ensure validity of the information, the
researcher developed questionnaires with the support of her supervisor. Researcher administered
the questionnaires and interview guide with the help of trained assistants who spoke and
understood Lokichar language.

3.8 Reliability of instrument.

Refers to the extent to which results are consistent over time and an accurate representation of
the total population under the study, Joppe, (2000). Kirk and Miller, (1986) came up with three
types of reliability which relate to quantitative research as: (1)the degree to which a
measurement, given repeatedly, remains the same, (2) the stability of a measurement over time;
and (3) the similarity of measurement within a given period of time. Worthen et al (1993) defines
reliability as a measure of how stable, dependable, trustworthy, and consistent a test is in
measuring the same thing each time. During this study the researcher used 10 questionnaires to
determine the effectiveness of the research instrument.

3.9 Data collection procedure

The researcher provided a letter of introduction to Turkana County leaders, Turkana constituency
leaders, District, Division leaders and humanitarian organizations working in the constituency
seek their support in data collection processes in the sampled locations. The researcher
approached respondents and introduced the purpose of the study and administered the
questionnaire, key informant and focus group discussion interview guide.

3.10 Data analysis and technique

According to Creswell (1999) the process of data analysis involves making sense out of a text
and image data. Anderson and Poole, (2001) says that the researcher must be able to interpret the
data reliably, once data has been collected. The purpose of this study was to explore the
relationship between the identified independent, dependent, moderating and intervening
variables, in order to identify critical successful factors of women empowerment.

18
3.11 Ethical Consideration

The researcher obtained consent from the respondents; and respected the facts that participants
were capable of making informed decision regarding their participation in this research study.
The participant's consent to participate in the research was voluntary, free of any coercion or
promises of benefits unlikely to result from participation.

19
 CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction

This chapter deals with the analysis of data collected from the field, presentation and
interpretation of the data. Analysis of data was done using statistical package for social sciences
(SPSS) version 21; presentation was done using tables while interpretations are generated from
analysis of the data presented.

4.2 Questionnaire Return Rate

The researcher distributed 91 questionnaires to the individual respondents, 4 key informants

interviews and 1 focus group discussion, out of which 91 questionnaires, 4 key informants
interviews and 1 focus group discussion were successful.

4.3 Demographic characteristic of respondents

The following are demographic characteristic of the respondent according to age, education
level; time lived in Turkana and source of income.

4.3.1 Distribution of respondent in terms of age bracket

The researcher sought to find out the age of the respondent. Table 4.1 shows the distribution of
respondents in terms of age bracket.

Table 4.1 Age of respondents

Age Bracket (Years) No. of respondent Percentage (%)
18-20 6 7
21-30 30 33
31-40 30 33
41-50 13 14
51 and above 12 13
Total 91 100
Out of the 91 respondents, 30 of them, 33%, of the respondents were in the age bracket of
between 21 and 40 years and 31 and 40 years of age. On the other hand only 6, 7% of
respondents were in the age bracket of between 18 and 20 years, 13 respondents, 14% were in

20
the age group of 41 to

21
50 years while those were in the age bracket 51 and above accounted for 12 respondents which
were 13%.

4.3.3 Distribution of respondents in terms of time they have lived in Turkana County

The researcher sought to find out the time that the respondents have lived in Turkana ward.
Table 4.2 shows the distribution of respondents in terms of time they have lived in north Horr.
Table 4.2 Duration lived in Turkana County
Duration of stay No. of respondent Percentage (%)
Less than 1 year 2 2
1-4 years 1 1
5-10 years 5 6
11-15 years 12 13
Over 15 years 71 78
Total 91 100

Out of the 91 respondents, 71 which accounts for 78% of the majority, had lived in Turkana for
over 15 years; they were followed by those who have lived for between 11 to 15 years with 12
respondents a 13% and 5 respondents which is a 6% for those who had lived for between 5 to 10
years.

4.3.4 Distribution of respondent in terms of source of income

The researcher sought to find out source of income for the respondents. Table 4.3 shows the
distribution of respondent in terms of source of income.

Table 4.3 Source of income

Sources of income Mentions Percentage

Sale of livestock products 59 56%
Retail business 27 26%
Casual Work 10 9%
Self-employment 8 8%
Permanent employment 1 1%
Total 105 100%

22
Sale of livestock products received the highest rate as the source of income by the respondents
with 59 respondents which accounted for 56%. Retail business with 27 respondents was
indicated to be at 26%, Casual work had 10 respondents at 9% and self-employment had 8
respondent was at 8%. However 1 respondent with a 1% listed permanent employment as source
of income.

4.4 Gender roles and its influence on women empowerment

The first objective was gender roles influencing women empowerment which includes: women
roles, challenges associated with women roles and men’s roles within Lokichar community.

4.4.1 Women roles

The researcher sought to find out how women roles influenced women empowerment within
Lokichar community. Table 4.4 illustrates women roles and its influence on women
empowerment Table 4.4 Women roles
Women roles No of respondent Percentage
Women roles
Reproductive and child care 90 99%
Livestock rearing 75 82%
Productive-livestock rearing 71 78%
Social like decision making 31 34%

Economic activities
Self-employment 47 52%
Casual work 31 34%
Temporary job 20 22%
Permanent job 1 1%

The study revealed that reproductive and child care was the main role for most of the
respondents. Amongst the surveyed respondents, 90 of them with a 99% indicated reproductive
and child care as their main role as women, 75 respondents accounting for 82% cited livestock
rearing and 71 respondents with a 78% indicated productive-livestock rearing role. However,
only 31 respondents, a 34% indicated that they have social role in decision making. In addition
47 respondent accounting for 52% indicated that self-employment was the main economic
activity which empowered them to carry out their gender roles.

23
4.4.1.1 Qualitative findings on women roles

From the key informant interviews and focus group discussions conducted, the respondent
mentioned women roles as “…Reproductive roles and taking care of children, washing and
cleaning e.g. clothes, houses etc, fetching water and firewood, also help in caring for livestock,
construction of traditional houses, cooking for the family and other casual roles in the house e.g.
fetching water and firewood…”. From these findings, women roles among pastoral communities
have a negative influence on women empowerment. Women have a lot of work to carry out
within a household and may not have time to engage in any economic activity that can empower
them.

4.4.1.2 Livestock rearing activities

Respondents were asked on who performs livestock activities as listed in table 4.5. Table 4.5
Livestock rearing activities

Husband Wife
Activities n % n %
Fodder cutting 81 89.0% 10 10.9%
Watering 53 58.2% 38 41.8%
Feeding of animals 57 62.6% 34 37.4%
Animal shed cleaning 69 75.8% 22 24.1%
Milking 75 82.4% 16 17.6%

Most of the activities regarding livestock’s are tackled by men but Watering is relatively
performed by both husband and wife with 53 and 38 respondents accounting for 58.2% and
41.8% respectively. Fodder cutting is majorly done by men as mentioned by 81 respondents
accounting for 89%.

4.4.2 Challenges associated with women roles

The researcher sought to find out challenges associated with women roles as they engage in
empowerment activities within Lokichar community. Table 4.6 illustrates challenges associated
with women roles.

24
Table 4.6 Challenges associated with women roles
Challenges associated with women roles No of respondent Percentage
Gender discrimination 90 99%
Constant portrayal of women as the weaker sex 88 97%
Unwanted / Unplanned pregnancies 81 89%
Violence against women 75 82%
Sexual harassment 75 82%
Physical violence and the threat of violence 70 77%
Negative cultural norms like FGM 65 71%
Inadequate basic education 62 68%
Lack of leadership skills 62 68%
Low Self esteem 54 59%
Defamation / Sexuality Bating / Accusations 40 44%
Other roles like child bearing and bringing up 24 26%

4.4.2.1 Qualitative findings on challenges associated with women roles

From the key informant interviews and focus group discussions conducted, the respondent
mentioned some of the challenges associated with women roles. Women in general viewed their
roles in the community as discriminating.

4.4.3 Men roles

This section discusses roles of men within Lokichar community of Turkana ward. Majority of the
respondent described men roles as “…Taking care of livestock, they are the bread winners of
their families, main decision makers in the community, defend community during conflicts,
selling of goods and services, controlling the family, caring for the family and help in building
and construction of houses

4.5 Traditional practices and their influences women empowerment

The second objective of the study was to establish the influence of traditional practices on
women empowerment among pastoral communities. It is divided into three areas of analysis as
follows: stereotyping practices, gender based violence and decision making.

25
 CHAPTER FIVE

SUMMARY OF FINDINGS, DISCUSSIONS, CONCLUSIONS AND

RECOMMENDATION

5.1 Introduction

This chapter presents summary of findings, discussions, conclusions, recommendations and

contribution to the body of knowledge.

5.2 Summary of findings

Table 5.1 shows summary of findings of the study

5.3 Discussion of the findings

This section discusses study findings under the five objectives namely, influence of gender roles,
traditional practices, property access, property ownership and formal education on women
empowerment among pastoral communities.

5.3.1. Gender roles and its influence on women empowerment

This study confirms that gender roles within Lokichar community are similar to those of other
pastoral communities as stated by Eneyew and Mengistu (2013). Where Female roles includes
reproductive roles and taking care of children, washing and cleaning e.g. clothes, houses etc,
fetching water and firewood, also help in caring for livestock, construction of traditional houses,
cooking for the family and other casual roles in the house e.g. fetching water and firewood.
While male roles include taking care of livestock, the bread winners of their families, main
decision makers in the community, defending the community during conflicts, selling of goods
and services, controlling the family and caring for the family and also help in building and
construction of houses.

26
5.3.2 Traditional practices and its influence on women empowerment

The study has confirmed that traditional practices influencing women empowerment in Lokichar
community are similar to those of other pastoral communities as stated by UN (2010) the special
advisor on Gender issues. In many cultures, religions and states, the rights of individual women
are subordinated to upholding women’s role as the carriers of a group identity. Thus, women are
often denied the right to make autonomous decisions regarding their own sexuality, childbearing,
and marriage; and their children’s nationality, religion, and citizenship. This study finding
revealed that, women and girls belonged to the community; with 40 respondents accounting for
44% agreeing on it and an overall percentage rating of 80%.

5.3.3 Property access and its influence on women empowerment

Eneyew and Mengistu (2013) stated that women play a central role as livestock keepers, natural
resource managers, income generators, and service providers, tasks which, in of themselves, are
influenced by gendered norms, values, and relations. However, in spite of women’s contribution
to pastoral life, they have only limited access to, and control over, key productive resources such
as livestock and land.

5.3.4 Property ownership and its influence on women empowerment

This study confirms that Lokichar women suffer a similar predicament as that of other pastoral
women as stated by Eneyew & Mengistu (2013). They conducted a study among pastoralist of
Ethiopia; their findings confirmed that women suffer from gender inequality by many standards.
Women have lower educational status, fewer livestock, and less land due to discriminatory
access and unfavorable attitudes.

5.3.5 Formal education and its influence on women empowerment

The study revealed that educational status of Lokichar women is low something similar to other
pastoral women as stated by Eneyew and Mengistu (2013) From their study conducted among
the pastoralist of Ethiopia, they found out the following. Pastoralists’ educational status was very
low, even by rural standards.

27
5.4 Conclusion of the study

The purpose of this study was to identify factors influencing women empowerment among
pastoral community a case of Lokichar community of Turkana County. The following
conclusions were made from the research of the study.

5.5 Recommendation of the study

The following recommendations were made in order to empower women among pastoral
communities.

1. There is need to promote gender equality among pastoral communities, where both genders
needs to be given similar treatments in terms of school enrollment, property access and
ownership.

5.6 Suggested area for further research

The following areas are suggested for further study:

1. To determine influence of property ownership on women economic empowerment.

5.7 Contribution to the body of knowledge

5.7.1 To determine the influence of gender roles on women empowerment

From the study, few pastoral women realizing a new social role in decision making as indicated
by 31 respondents accounting for 34%. This is a new step towards the realization of women
empowerment among pastoral communities.

5.7.2 To determine influence of traditional practices on women empowerment

Harmful traditional practices which are forms of gender based violence have a negative influence
on women empowerment as shown by this study finding where 80 respondents, accounting for
88% have experienced GBV. 75 respondents with an 82% have experienced spouse battery, 49
respondents accounting for 54% of the respondents have experienced rape and 33 respondents
with

28
a 36% have experienced forced marriages. To some extent, these practices have an influence on a
woman’s self esteem and confidence as much as it is inflicting physical harm on them.

5.7.3 To establish influence of formal education on women empowerment

65 respondents with a 72% had not achieved any formal education and 24 respondents with a
26% had achieved primary education as their highest education level. 2 respondents with a 2%
who had achieved secondary education, were aware of the gender rights, owned and controlled
some properties and were involved in decision making as well. Formal education was found to be
the most influential objective and the main steps that is necessary towards women empowerment
among pastoral communities.

29
 REFERENCES

Anderson, J. and Poole, M. (2001) Assignment and thesis writing 4th Ed. John Wiley and Sons.
Brisbane

Arshad, S., Muhammad, S., Mahmood A., Randhawa I., Ashraf, & Khalid, M. ch (2010) Rural
women’s involvement in decision-making regarding: Livestock management. Pak. J. Agri.
Sci., Vol. 47(2), 1-4;

Babbie, E. (1992) The Practice of Social Research (6 ed). Wadsworth.

Belmont CARE International in Kenya, (2007) Case studies of Marsabit.
Unpublished
Chege, F. & Sifuna, D. (2006) Girls and women’s education in Kenya; Gender perspectives and
trends. Nairobi

Cochran, W. G. (1963) Sampling Techniques, 2nd Ed., John Wiley and Sons, Inc. New York:
Creswell, J. W. (1999) Mixed method research: Introduction and application. In G. J. Cizek
(Ed),
Handbook of Educational Policy. San. Diego: Academic Press.

Eneyew, A. & Mengistu, S. (2013) Double Marginalized Livelihoods: Invisible Gender

Inequality in Pastoral Societies. Societies 2013, 3, 104–116

Flintan, F., Demlie, S., Awol, M., Humed, Z., Belete, Y. & Lemma, H. (2008) Study on Women’s
Property Rights In Afar And Oromiya Regions, Ethiopia.

Flintan, F. (2008) Women’s Empowerment in Pastoral societies. SOS Sahel Ethiopia

Gay, L. R.(1981) Education Research: Competencies for Analysis and Application. Charles E.
Mairill Publishing Co. A. Bell and Howell Co, Toronto and London.

Golla, A. M., Maholtra, A., Nanda, P. and Mehra, R. (2011) Understanding and measuring women
economic empowerment. ICRW

Hewitt, F. (1989) “Women’s work, women’s place: The gendered life – World of a high mountains
community in northern Pakistan” Mountain Research and Development, Vol. 9, No. 4: 335-

30
 APPENDICES

Appendix 2: QUESTIONNAIRE FOR WOMEN.

Section 1: Socio-Demographic data

No. Questions and Filters Response categories Codes

I. 1 Kindly indicate your age bracket 1 = 18 – 20 years
2 = 21 – 30 years
3 = 31 – 40 years
4 = 41 – 50 years
5 = 51 years and above
I.3 How long have you lived in Turkana 1 = Less than 1 year
Ward? 2 = 1 – 4 Years
3 = 5 – 10 Years
4 = 11 – 15 Years
5 = Over 15 years
I.4 What is your source of income? 1 = Casual work
2 = Self employment
3 = Permanent employment
4 = Retail business
5 = Sale of livestock products
6 = Others (Specify)

Gender roles influencing women empowerment

No. Questions and Filters Response categories Codes

2.1 What are your roles as a woman? 1=Reproductive and child
care
2=Productive-livestock
rearing
3=Social like decision
making
4=Livestock rearing
5=None of the above
6=Others (Specify)
(Multiple response)

31
2.2 What kind of economic activities are 1=Casual work
associated with the above women roles, 2=Temporary job
do you engage in? 3=Self-employment
(Specify)
4=Permanent job
(Specify) 5=Others
(Specify)
2.3 What are some of the challenges that
you face, associated with your roles as Multiple Response allowed
a woman, as you engage in
empowerment activities?
Violence against women 1
Gender discrimination 2
Constant portrayal of women as the
weaker sex 3

Sexual harassment 4
Physical violence and the threat of
violence 5

Defamation/Sexuality
Baiting/Accusations 6

Negative cultural norms like FGM 7

Low Self esteem 8
Inadequate basic education 9
Lack of leadership skills 10
Other roles like child bearing and
bringing up 11

Unwanted/Unplanned pregnancies 12
Gender discrimination 13
Constant portrayal of women as the
weaker sex 14

Others (Specify) 15

32
2.4 Who performs the following activities in your household?
1= Husband 2 = wife 1= Husband 2 = wife Others
No Activities Others (specify.................); (specify....………..); 99 =
99 = N/A N/A
1 Fodder cutting
2 Watering
3 Feeding of animals
4 Animal shed cleaning
5 Milking

Section 3: Traditional practices influencing women empowerment

No. Questions and Filters Response categories Codes

3.1 Do you know what is
1 = Yes
Violence Against Women
2 = No
and Girls (VAW/Gs)
3.2 If yes to above, what forms 1 = Rape; 2 = Spouse battery; 3 = Child
of VAW/Gs are you aware of molestation; 4 = forced marriage 5= female
that occur in this genital mutilation 6=Others
community? (Circle all that (specify)……….
apply)
3.3 In your opinion, what are the
causes of gender based
violence?
3.4 Have you experienced any
1 = Yes
form of GBV in the
2 = No
community?
3.5 If yes, what form? 1 = Rape; 2 = Spouse battery; 3 = Child
molestation; 4 = forced marriage 5= female
genital mutilation 6=Others
(specify)……….
3.6 Where was the 1= Community member
offence reported? 2= Community paralegal
2= Administration
3= Police 4= Courts
5 = Others (specify)………….

3.7 In your opinion, do you think Yes = 1, No = 2

the action was adequate or If no, why?
justified? ......................................................................

33
3.8 Are you aware of any
channels of reporting the 1 = Yes 2 = No
GBV cases/violence against
women and girls?
3.9 If yes to above, which 1= Local administration 2= Paralegal 3=
channels you are aware of? Women group 4 = Others specify
…………………..
3.10 In your own opinion, are
1 = Yes
structures of reporting GBV
2 = No
effective
I am going to read several statements about women empowerment and I woul d like you to
tell m e to what extent do you agree or disagree with the following statements?
3.11 Are women properly and 1= Yes
adequately involved
decision making with 2= No
respect to the distribution
and utilization of public
funds in this community
3.12 Is wife battery justified in 1= Yes
some cases in this
community? 2= No
3.13 Are women adequately 1= Yes
involved in the distribution
and utilization of family 2= No
resources?
3.14 Do you think a woman has the 1= Yes
capability of being a leader
and make decision? 2= No
3.15 The cases of child abuse 1= Yes
especially against the girl
child are constantly on the 2= No
rise in this area
3.16 Have you or any member of 1= Yes
your household experienced
2 = No
domestic violence in the
past
1 year
3.17 If yes to F.9 (a) above, what 1=…………………………………
form was it (Specify all 2=…………………………………
mentioned) 3=…………………………………

34
3.18 Do you support women's 1. Yes
ability to own and control land 2. No
and other factors of
production in
this community?

3.19 Please rank your perception of the following statements as follows:

Where 1-Strongly disagree, 2-Disagree, 3-Neutral 4-Agree, 5-Strongly Agree

Statement 1 2 3 4 5
1 Wife battering is justified in this community in some cases
2 Women cannot be allowed to own property in this community
3 Women are only allowed to make decisions only if their
husbands are deceased
4 What a woman owns belongs to her husband and husband is
allowed to make decisions on such property if he wishes
5 Women and girls belong to the community either to their fathers
or their husbands

Section 4: Property access influencing women empowerment

No. Questions and Filters Response categories Codes

4.1 Do you have access to 1 = Yes
land or property? 2 = No
4.2 If no above, what are the
reasons for you not
accessing land or
property
4.3 Do you have access to
any of the following 1 = Household items; 2 = Camel or cattle; 3 =
property within your Goat or sheep; 4 = Land; 5 = Others (Specify)
household? (Multiple
Response)
4.4 What type of livestock
products do you have 1 = Milk; 2 = Hide and Skin; 3 = Meat; 4 = None of
access and full control the above 5 = Others (Specify)
over?
4.5 Do you turn to your

35
 husband for permission 1 = Yes 0 = No
in order to access any
property?
4.6 Do you think access to
1 = Yes
property in your
2 = No
household has
empowered in you?
4.7 If yes in above, how?

4.8 What kind of challenges do you face as a woman in trying to access property?
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

36