influence experience greater academic achievement and female enrollment in the long term than in other tribes. Perpetuation of ethnic and regional difference Achievements in gender disparities in Kenya Because of dwindling land reserves, higher stress has been put on formal education. The Kenyan government has also poured vast amounts of resources into educating the population, including introducing universal primary schooling. Education has increasingly become more valuable since more Kenyans have been able to get more middle and higher-income jobs due to education. In addition, illegitimate post-colonial elections have perpetuated the socioeconomic advancement of certain regions like the Central region, over others by elected officials. Achievement in codified law In 1972, the Law of Succession was enacted that requires equal access to property at death when the owner dies without a will. Challenges to gender equality Ethnic, tribal, and family barriers All four major tribes in Kenya (Kikuyu, Luo, Luyia, and Kamba) are polygynous, patrilineal, and usually patrilocal. For example, traditionally (before the 1972 Law of Succession) only male relatives could inherit land from their fathers in the Kikuyu, Luo, and Luyia tribes, with the exception of Kamba women being able to inherit from their husbands. However, often women may not be able to assert their rights to inherit due to low literacy among women, expenses in court, and corruption. According to Cubbins, although females are increasingly more involved in the productive labor of their households, in rural areas, they are mostly in charge of agriculture production that goes back into the households, whereas fathers mainly have control over the cash crops which have the economic power to support their children in school. Because women are more likely to invest their resources into their children's education, the traditional practice of males controlling cash crops poses a significant concern for gender disparities in Kenya. One of the reasons the Kikuyus, the tribe to assimilate into Western education first, refused to enter into this formal education was because missionaries often put restrictions on groups who practiced female genital mutilation. This barrier kept Kenyans of many tribes from being able to access formal education from the missionaries. In some tribes, girls who receive formal education may be seen as breaking traditional tribal norms and rejecting the tribal lifestyle. As Lesorogol observed in the Samburu people, educated women may differentiate themselves by enforcing conceptual differences along the dimensions of knowledge/capabilities and morality/sexuality. Many times when