Secondary school categorization in Ghana: Silent plights of students and implications for equitable learning

Abstract

Undergirded by the social identity theory and system justification theory, this study explored the impact of secondary school categorization on students schooling experiences. We employed transcendental phenomenological qualitative approach to understand students’ experiences in different categories. We interviewed (n = 20) students from three different school categories (A, B and C). This study provides an initial understanding into students lived experiences and subtle negative consequences of secondary school categorization and its adverse effect on students’ academic self-esteem and equitable learning. The results showed that students’ experiences differ significantly based on the Category of school they are enrolled. This study accentuates the need for policymakers to reexamine and restructure secondary school categorization to ensure quality and equitable schooling and educational experiences for all students. Implications for policy and practice are discussed.