Low enrollment of women in higher education is a problem in Africa, particularly in Kenya, where despite the government's introduction of affirmative action, female enrollment averages only 36.7% at public universities. This gender gap may be due to the patriarchal influence in Kenyan society, where the role of women is seen as child-bearing, care-taking, agricultural, and domestic. Thus, the purpose of this study was to examine the role of patriarchy in women's pursuit of higher education and to uncover the meaning of their patriarchal experiences. This qualitative study utilized a phenomenological approach to provide a holistic interpretation of the phenomenon. Critical theory as the conceptual framework and a feminist standpoint were used to explore the social issues affecting this marginalized group. Eleven participants, enlisted through purposive sampling, took part in semi structured interviews. The data were analyzed using Moustakas' modified van Kaam method; various strategies were used to verify credibility. The findings revealed 4 major themes about women's enrollment and participation in public universities: cultural beliefs about the role of women; the role of, and support of, the family; the role of men in society; and the role of the university. Implications for positive social change may include implementing strategies for women to overcome barriers and to increase their enrollment and participation in public universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]