Access to appropriate education is key to breaking the cycles or marginalization, and therefore to social justice, and universities are integral parts of national education systems, whether they are public or private institutions. Universities serve both as gatekeepers for established orders of inequality, and as transformative institutions that enable social justice through inter-generational changes in circumstances. The demand for university education in Kenya has increased in the past few decades. Inequalities in Kenya take diverse forms; for instance, huge disparities in national share of income, security, and employment, levels of investment, health care and public services are evident across counties, particular sections of the population, ethnic communities and genders. Education is recognized as a key determinant in human development through more opportunities and enhanced earnings. Unequal opportunities in access to education have long-term consequences that include intergenerational persistence of poverty. The level of education of the household head is a key determinant of future earnings, child health, and other social economic outcomes. Higher educational attainment across all segments of the population should enhance participation in the labor market, increase economic growth and ensure more equitable distribution of incomes in the long term. Education policies that enhance access for disadvantaged areas can be used to change inequality patterns in the country. The current study seeks to establish how the universities perpetuate or discourage inequality in Kenya. Review of related literature from journals and books, personal experience will analyzed. Documents from the Universities and Ministry of Education will be sampled and analyzed in regards to inequality. Data will be presented in the form of tables and graphs.

Keywords: Inequality, Education, Social justice, Policies