creating equal educational opportunities for gender equality in educaiton in nigeria
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International Journal of Educational Science and
Research (IJESR)ISSN 2249-6947
Vol. 2 Issue 3 Dec - 2012 1-6 TJPRC Pvt. Ltd.,
CREATING EQUAL EDUCATIONAL OPPORTUNITIES FOR GENDER EQUALITY IN
EDUCAITON IN NIGERIA
OFORKA THERESA. O, NWOSU EUCHARIA. N & OKOLO ANN. N
Department of Educational Foundations, Faculty of Education, University of Nigeria, Nsukka, Enugu State, Nigeria
ABSTRACT
The study investigated the ways of creating equal educational opportunities for gender equality in education in
Nigeria. The study was carried out in Awka south L.G.A of Anambra state. The population comprised 110 male and 110
female teachers in 8 secondary schools in the study area. Through stratified proportionate sampling technique, 60 male and
60 female teachers were selected making it a total of 120 respondents. Two research questions guided the study. The
instrument used for data collection was questionnaire. Means score was used for data analysis.
The results revealed that equal chances and access to education and training should be provided for both males
and females to achieve gender equality in education. Based on the findings, it was recommended that education should be
made free and compulsory for both males and females from primary to tertiary level. Both males and females should be
exposed to the same curriculum contents. Teachers should not link any particular course or job to a particular sex, among
others.
KEYWORDS: Creating Equal Educational Opportunities, Gender Equality, Awka south L.G.A, Data Analysis
INTRODUCTION
Both men and women naturally have equal rational, social, cultural and religious capacity irrespective of any form
of disability. Neither men nor women are born with any rational, social, cultural and religious advantages over the other.
Hence, the only difference between male and female is biological. This biological difference is basically in respect to the
reproductive faculties of a man or a woman which is as a result of hormonal differences. It would then be absurd to
attribute specific sex role or education attainment to either a man or a woman based on biological differentiation
(Onyeukaziri, 2011). There is no type of education or occupation concerned with the management of social affairs which
belongs either to a man or a woman.
Natural gifts are to be found here and there in both creatures alike and every occupation or education is open to
both (McGraw, 2010). McGraw emphasized that if there are special roles for men distinct from that for women in the
society, every man or woman should be able to possess such specific sex role naturally or innately with any form of
nurture, training or education.
But conversely, given the same nurturing or education opportunity without cultural inhibitions, men or women
with industry would be proficient in any role in the society that is not biological.The African societies place educational
value on males to the detriment of females. Richard (2008) observes that behaviours are socially constructed to create
gender differences in roles as well as in education attainment. Adesina (2009) noted that behaviours are often constructed
traditionally that the husband should be more educated than the wife. Some men therefore, try as much as possible to cage
their wives from having educational advantage over them.
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2 Oforka Theresa. O, Nwosu Eucharia. N & Okolo Ann. N
This explains why some females cannot make up their educational attainment above secondary school in relation
to the number of females admitted to both primary and secondary schools. In many parts of the country, girls are often
given to early marriages.
Education is a fundamental human right and should not be given on the basis of gender. Equal educational
opportunities should be given to both males and females. Nzewunwa (2001) defines educational opportunities as the
provision of the same type of education, equal access to education, provision of funds, laboratories, teachers (quantity and
quality), uniformity in curriculum contents, method of teaching, evaluation process, school environment among others.
Although the provision of equal educational opportunities for every citizen has been made manifest in the Nigerian
constitution, there exists gender inequality in access to education. Ajayi (2009) remarks that female children are
discriminated against in education matters.
Where access to education is limited to a few children, there are fewer females than males in almost all categories
of institutions of learning. Even where access to education is made free, female children continue to lag behind male
children in school enrolment, particularly in higher institutions of learning. Besides, there exists gender inequality in course
enrolment and subject preferences. Ajayi (2009) noted that subject areas where inequality in subject preferences and course
enrolment favour males than females are the natural and physical sciences. Females are favoured than males in the arts and
languages.
In primary and secondary schools, teachers create differences in the choice of subjects between males and
females. Taiwo (2009) observed that there is also gender inequality in assigning school functions to males and females.
Males are always given subtantive positions while females take the position of vice or assistant. These inequalities in the
opportunities given to both sexes could lead to inequalities in educational achievement.From the foregoing, it becomes
necessary to ascertain the ways of creating equal educational opportunities in order to achieve gender equality in education.
Purpose of the Study
The purpose of the study is to identify the ways of creating equal educational opportunities for gender equality in
education.
Research Questions
1. What are the causes of gender inequality in education?2. What are the ways for creating equal educational opportunities for gender equality in education?
Methods and Procedures
Descriptive survey design was used to collect data that helped the researchers in ascertaining the ways for creating
equal educational opportunities for gender equality in education.
Population
The population of the study consists of 110 male and 110 female teachers in 8 secondary schools in Awka South
L.G.A of Anambra state.
Sample and Sampling Technique
The sample for the study comprised 120 teachers. (60 males and 60 females). Stratified proportionate sampling
technique was used to select 60 male and 60 female teachers from the entire population.
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Creating Equal Educational Opportunities for Gender Equality in Educaiton in Nigeria 3
Instrument for Data Collection
The instrument used by the researchers for data collection was questionnaire titled: Equal educational
opportunities for gender equality questionnaire (EEOGEQ), structured by the researchers. It consisted of 17 items which
were arranged in two clusters. Cluster A addressed the causes of gender inequality in education while cluster B focused on
finding out the ways for creating equal educational opportunities for gender equality in education. The questionnaire was
built on a four-point scale namely; strongly agree (SA), Agree (A), Disagree (D) and strongly Disagree (SD), the levels of
responses are weighted as 4,3,2,1 respectively.
Validation of the Instrument
The instrument was face validated by three experts, two in Sociology of Education and one in Measurement and
Evaluation, all from the University of Nigeria, Nsukka. Their corrections were used to produce the final copy of the
instrument. A Cronbach Alpha reliability co-efficient for cluster A and B were 0.63 and 0.74 respectively. The overall
value for the instrument was 0.83.
Method of Data Collection
The copies of the questionnaire were administered and collected by the researchers and two research assistants.
The research assistants were briefed on the methods of administration and collection to ensure high return of the
instrument.
Method of Data Analysis
The data obtained were analyzed with mean scores. A cut-of point of 2.50 and above was used to determine the
ways for creating equal educational opportunities for gender equality. Any item with mean rating below 2.50 was not
accepted.
RESULTS
The results of the study are presented according to the research question that guided the study as indicated in table 1.
Research Question I: What are the causes of gender inequality in education?
Table 1: Mean Rating on the Causes of Gender Inequality in Education
Item
No
Item Description Sex Nx
Decision
1 The society values the education of males more than
females
Males
Female
60
60
3.60
3.62 SA
2 Education of girls is seen as a waste of resources since
they will get married
Males
Female
3.41
3.62 SA
3 Many girls are given to early marriage Malesfemales
3.323.52 SA
4 Many girls from poor families drop out from secondary
school level to enable their male siblings move further
Males
females
3.50
3.51 SA
5 Some teachers create gender difference in course
enrolment and subject preferences
Males
females
3.52
3.53 SA
6 Some parents choose courses for their children on the
basis of gender
Males
females
3.60
3.55 SA
7 Male children are encouraged to study courses that are
perceived by the society as masculine inclined such as
those found in natural and physical sciences
Males
females
3.18
3.20 SA
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4 Oforka Theresa. O, Nwosu Eucharia. N & Okolo Ann. N
Item
No
Item Description Sex Nx
Decision
8 Female children are encouraged to study courses that are
perceived by society as feminine inclined such as those
found in the Arts and languages
Males
females
3.52
3.32 SA
Cluster means ( x ) Malesfemales
Results in table I showed that the mean ratings of male teachers ranged from 3.18 to 3.60 while the mean ratings
of female teachers ranged from 3.20 to 3.62. The mean ratings were above the cut-off point of 2.50 which indicated that all
the respondents agreed to all the items as causes of gender inequality in education. The mean scores for the male teachers
on items 1-8 are 3.60, 3.41, 3.32, 3.50, 3.52, 3.60, 3.18 and 3.52 while the mend rating for female teachers include: 3.62,
3.62, 3.52, 3.51, 3.53, 3.55, 3.20, and 3.32
Research question 2: What are the ways for creating equal educational opportunities for gender equality in education?
Table 2: Mean Rating on the Ways for Creating Equal Educational Opportunities for Gender Equality in
Education.
ItemNo
Item Description Sex Nx
Decision
1 Both male and female students should be exposed to the
same curriculum contents,
Males
Female
60
60
3.61
3.63 SA
2 They should be exposed to all the nitty-gritty involved in
studying particular courses
Males
Female
3.65
3.85 SA
3 Teachers should equip the students with the necessary
abilities and skills.
Males
females
3.38
3.42 SA
4 Government should provide free education and learning
materials in primary and secondary schools to help
indigent students.
Males
females
3.83
3.86 SA
5 Parents should give their male and female children equal
chance of education
Males
females
3.86
3.82 SA
6 Students should be allowed to choose courses of their
interest not on the basis of masculine or feminine subjects
Males
females
3.42
3.46 SA
7 Teachers should not link any particular course or job to aparticular sex.
Malesfemales
3.353.37 SA
8 Teachers should outline the requirements that go with
particular jobs in a manner that suggests equality of
abilities for both sexes.
Males
females
3.65
3.62 SA
9 Schools should provide all students with opportunities to
participate in extra and co-curricular activities that
develop knowledge, skills and attitudes that increase
academic achievement.
Males
females
3.57
3.52
Cluster means ( x)Males
females
3.59
3.61
Table 2: indicates that the mean ratings on the ways for creating equal educational opportunities for gender equality in
education by male and female teachers range between 3.38-3.83 for male teachers and 3.37-3.85 for female teachers. The
mean ratings were above the cut-off point of 2.50 indicating that all the items if applied will create equal educational
opportunities for gender equality in education.
FINDINGS OF THE STUDY
The findings of the study include:
(1) Both male and female students are not exposed to the same curriculum contents.
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Creating Equal Educational Opportunities for Gender Equality in Educaiton in Nigeria 5
(2) Some teachers create gender difference in the choice of subjects in primary and secondary schools.(3) Many girls are given to early marriage especially in the rural areas.(4) Men and women have equal rational, social, cultural and religious capacity.(5) Many girls from poor families drop out from secondary school level to enable their male siblings move further.DISCUSSIONS OF FINDINGS
The findings of this study are in agreement with the studies conducted by Onyeukaziri (2011) and McGraw (2010)
who posited that naturally men and women have equal rational, social, cultural and religious capacity. Hence, it would be
absurd to attribute specific sex role or education achievement to either a man or a woman. The authors equally remarked
that there is no type of education or occupation concerned with the management of social affairs which belongs either to a
man or a woman. The findings are also in line with those of Richard (2008) who observed that behaviours are socially
constructed to create gender differences in roles as well as in educational attainment. The findings also agrees with Adesina
(2009) who remarked that some females cannot make up their educational attainment above secondary school in relation to
the number of females admitted to both primary and secondary schools. The findings are in consonance with Adesina
(2009) who highlighted that in many parts of the country, girls are often given to early marriages.
CONCLUSIONS AND RECOMMENDATIONS
Education is a fundamental human right and should be provided for all children irrespective of sex, age, religion
and race. Education is an instrument for national development. The provision of equal educational opportunities for both
males and females will facilitate the national development and increase the educational achievement for both sexes.
However, there is inequality in the provision of educational opportunities for males and females. The following
recommendations are suggested:
1. Education should be made free and compulsory in all levels of education.2. Both males and females should be exposed to the same curriculum contents.3. Teachers should equip the students with the necessary abilities and skills required in all the courses.4. Teachers should not link any particular course or job to a particular sex.5. Students should be allowed to choose courses of their interest not on the basis of masculine or feminine subjects.
REFERENCES
1. Adesina, B (2009). Gender streaming and equalization of educational opportunity. Abeokuta: Tamaza publishingCo. Ltd.
2. Ajayi, K. (2009), Gender issues. Kano: Ganasul Ventures Ltd.3. McGraw, H. (2010). The second sex. Philosophy, History and problems. USA: Marlowe Pub. Co.Ltd.4. Onyeukaziri, J.N. (2011). Women op pression in a patriarchal society: shift from patriarchal to christarchal
society. Enugu: Beyond frontiers magazine. 2011 edition, 46-48.
5. Nzewunwa, O.P. (2001). Social studies: foundations, method and contemporary social problems. Owerri:Springfield publishers.
6. Richard, E.K. (2008). Womens education in developing countries. Baltimore: John Hopkins University press.7. Taiwo, E. (2009). The home-school continuum in gender stereotyping of Nigerian children. Nigerian journal of
sociology of education 3(3), 150-153
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