Ghana Table of Contents
Woman pounding cassava to make foo foo, a
starchy staple of the Ghanaian diet
Courtesy life in general (Brook, Rose, and Cooper Le Van)
Women in premodern Ghanaian society were seen as bearers of children, retailers of fish, and farmers. Within the traditional sphere, the childbearing ability of women was explained as the means by which lineage ancestors were allowed to be reborn. Barrenness was, therefore, considered the greatest misfortune. In precolonial times, polygamy was encouraged, especially for wealthy men. Anthropologists have explained the practice as a traditional method for well-to-do men to procreate additional labor. In patrilineal societies, dowry received from marrying off daughters was also a traditional means for fathers to accumulate additional wealth. Given the male dominance in traditional society, some economic anthropologists have explained a female's ability to reproduce as the most important means by which women ensured social and economic security for themselves, especially if they bore male children.
In their Seven Roles of Women: Impact of Education, Migration, and Employment on Ghanaian Mother (1987), Christine Oppong and Katherine Abu recorded field interviews in Ghana that confirmed this traditional view of procreation. Citing figures from the Ghana fertility survey of 1983, the authors concluded that about 60 percent of women in the country preferred to have large families of five or more children. A statistical table accompanying the research showed that the largest number of children per woman was found in the rural areas where the traditional concept of family was strongest. Uneducated urban women also had large families. On the average, urbanized, educated, and employed women had fewer children. On the whole, however, all the interviewed groups saw childbirth as an essential role for women in society, either for the benefits it bestows upon the mother or for the honor it brings to her family. The security that procreation provided was greater in the case of rural and uneducated women. By contrast, the number of children per mother declined for women with post- elementary education and outside employment; with guaranteed incomes and little time at their disposal in their combined roles as mothers and employees, the desire to procreate declined.
In rural areas of Ghana where non-commercial agricultural production was the main economic activity, women worked the land. Coastal women also sold fish caught by men. Many of the financial benefits that accrued to these women went into upkeep of the household, while those of the man were reinvested in an enterprise that was often perceived as belonging to his extended family. This traditional division of wealth placed women in positions subordinate to men. The persistence of such values in traditional Ghanaian society may explain some of the resistance to female education in the past.
In traditional society, marriage under customary law was often arranged or agreed upon by the fathers and other senior kinsmen of the prospective bride and bridegroom. This type of marriage served to link the two groups together in social relationships; hence, marriage within the ethnic group and in the immediate locality was encouraged. The age at which marriage was arranged varied among ethnic groups, but men generally married women somewhat younger than they were. Some of the marriages were even arranged by the families long before the girl attained nubility. In these matters, family considerations outweighed personal ones--a situation that further reinforced the subservient position of the wife.
The alienation of women from the acquisition of wealth, even in conjugal relationships, was strengthened by traditional living arrangements. Among matrilineal groups, such as the Akan, married women continued to reside at their maternal homes. Meals prepared by the wife would be carried to the husband at his maternal house. In polygamous situations, visitation schedules would be arranged. The separate living patterns reinforced the idea that each spouse is subject to the authority of a different household head, and because spouses are always members of different lineages, each is ultimately subject to the authority of the senior men of his or her lineage. The wife, as an outsider in the husband's family, would not inherit any of his property, other than that granted to her by her husband as gifts in token appreciation of years of devotion. The children from this matrilineal marriage would be expected to inherit from their mother's family (see Traditional Patterns of Social Relations , this ch.).
The Ewe and the Dagomba, on the other hand, inherit from fathers. In these patrilineal societies where the domestic group includes the man, his wife or wives, their children, and perhaps several dependent relatives, the wife was brought into closer proximity to the husband and his paternal family. Her male children also assured her of more direct access to wealth accumulated in the marriage with her husband.
The transition into the modern world has been slow for women. On the one hand, the high rate of female fertility in Ghana in the 1980s showed that women's primary role continued to be that of child-bearing. On the other hand, current research supported the view that, notwithstanding the Education Act of 1960, which expanded and required elementary education, some parents were reluctant to send their daughters to school because their labor was needed in the home and on farms. Resistance to female education also stemmed from the conviction that women would be supported by their husbands. In some circles, there was even the fear that a girl's marriage prospects dimmed when she became educated.
Where girls went to school, most of them did not continue after receiving the basic education certification. Others did not even complete the elementary level of education. At numerous workshops organized by the National Council on Women and Development (NCWD) between 1989 and 1990, the alarming drop-out rate among girls at the elementary school level caused great concern. For this reason, the council called upon the government to find ways to remedy the situation. The disparity between male and female education in Ghana was again reflected in the 1984 national census. Although the ratio of male to female registration in elementary schools was fifty-five to forty-five, the percentage of girls at the secondary school level dropped considerably, and only about 17 percent of them were registered in the nation's universities in 1984. According to United Nations Educational, Scientific, and Cultural Organization (UNESCO) figures published in 1991, the percentage of the female population registered at various levels of the nation's educational system in 1989 showed no improvement over those recorded in 1984 (see table 4, Appendix).
Despite what these figures might suggest, women have risen to positions of professional importance in Ghana. Early 1990s data showed that about 19 percent of the instructional staff at the nation's three universities in 1990 was female. Of the teaching staff in specialized and diploma-granting institutions, 20 percent was female; elsewhere, corresponding figures were 21 percent at the secondary school level; 23 percent at the middle school level, and as high as 42 percent at the primary school level. Women also dominated the secretarial and nursing professions in Ghana. When women were employed in the same line of work as men, they were paid equal wages, and they were granted maternity leave with pay.
For women of little or no education who lived in urban centers, commerce was the most common form of economic activity in the 1980s. At urban market centers throughout the country, women from the rural areas brought their goods to trade. Other women specialized in buying agricultural produce at discounted prices at the rural farms and selling it to retailers in the city. These economic activities were crucial in sustaining the general urban population. From the mid-1970s through the early 1980s, however, urban market women, especially those who specialized in trading manufactured goods, gained reputations for manipulating market conditions and were accused of exacerbating the country's already difficult economic situation. With the introduction of the Economic Recovery Program in 1983 and the consequent successes reported throughout that decade, these accusations began to subside (see The Economic Recovery Program , ch. 3).
The overall impact of women on Ghanaian society cannot be overemphasized. The social and economic well-being of women, who as mothers, traders, farmers, and office workers compose slightly more than half of the nation's population, cannot be taken for granted. This was precisely the position taken by NCWD, which sponsored a number of studies on women's work, education, and training, and on family issues that are relevant in the design and execution of policies for the improvement of the condition of women. Among these considerations the NCWD stressed family planning, child care, and female education as paramount.
Data as of November 1994
Ghana Table of Contents