This study examined the interplay between education, gender inequality and evolving cultural identities to understand how these intersections interact with prior access to formal education admits insurgency to impact resilience. The qualitative research was conducted in an inductive and interpretive manner, the results were interpreted and depicted using thematic analysis and thematic mapping, respectively. The data analysis results made it evident that the factors influencing access to formal education do not equally apply to both genders and suggests that women seem to have been marginalized. The interviewed respondents noted that formal education has contributed to their resilience as they read, write, communicate, and show respect to one another. In conclusion, the respondents noted that although culture influenced their access to education before being displaced, the new culture they have developed in the Internally Displaced Persons (IDP) camp fills them with hope, they went further to indicate their interest in having access to formal education for their advancement.