among its ethnic groups. Kenyan regions were determined by the British Empire during colonization to reflect ethnic differences, and enrollment in different levels of education varies by region as a result. Regional differentiation has been linked to uneven capitalist development that occurred in Kenya in the first half of the twentieth century. Some regions were chosen as central regions, and periphery regions were given different, lesser functional roles, resulting in different outcomes and accentuating ethnic differences. This regional differentiation, meant to create a class of capitalist farmers to replace the peasants during colonization, created disparities between the rural workers and the poorest marginal group. History of ethnic and regional disparities Before 1900, Christian Missionaries set up schools mostly along the east coast of Kenya, before swiftly moving inland. The main missionary settlements were in the present Central Province (Kenya), Eastern Province (Kenya), Western Province (Kenya), and Nyanza Province, particularly in the Central and Western Province; there were very few settlements in the Rift Valley Province and parts of Coast Province. This lowered concentration of schools in these districts continued over the decades. The tribes that were penetrated most deeply by the initial missionary spring in the 1920s were the Luo, Luhya, Kikuyu, Embu, Meru, and Kamba. The Luo and Kikuyu were the first tribes to embrace Western systems, including education and are also the groups that have advanced most greatly socio-economically along the tribes. Other tribes like the Kalenjin, who lived in the Rift valley, previously mentioned to have had less missionary presence, were slower to jump onto the Western education bandwagon because of their regional disadvantage. The spreading of education in Kenya was a political one as all tribes initially resisted the presence of missionary force until they realized the socio-economic benefits. Education was a way to escape forced labor and unfair market conditions under colonial presence. As Kinyanjui goes on to say, over time the different tribes decided to take more power over their educational systems. The first to do so were the Kikuyu. It seems that as missionary presence intensified in an area, more initial protest and subsequent acceptance of Western education and tribal advancement happened. This phenomenon varied in strength in different regions. In regions that took longer to assimilate into Western countries and benefit from advanced schooling systems, the girls experienced greater education inequality. Kikuyu, Luo and other groups have benefited from this early educational