Gender Disparities in Secondary Education in Oshimili South Local Government Area, Delta State

Gender Disparities in Secondary Education in Oshimili South Local Government Area, Delta State

ABSTRACT

This study examined gender disparities in secondary education in Oshimili South Local Government Area, Delta State. Five research questions guide the study. The study adopted descriptive survey research design. The population of the study comprised 3,319 male and female senior secondary school students in 13 public secondary schools in Oshimili South Local Government Area, Delta State. The sample of the study comprised of 209 senior secondary school students selected through simple random sampling technique to represent the entire population in Oshimili South Local Government Area, Delta State. The instrument used for data collection is a structured questionnaire titled, “Gender Disparities in Secondary Education Questionnaire (GDSEQ). A draft copy of the questionnaire was validated by two lecturers; one from School of Secondary Education (Businesses) and the other from Educational Measurement and Evaluation, both in the Federal College of Education (Technical) Asaba. The validators inspected the questionnaires to ensure that the items were in line with the research questions. The modifications, corrections and suggestions made by the validators were included in the final draft copy which enhanced the face and content validity of the instruments. The validated questionnaire was subjected to reliability test. Twenty (20) copies of the validated questionnaire was administered on secondary school students in Idemmili South Local Government Area of Anambra State using split-half method. Data collected were analyzed using Pearson Moment Correlation Coefficient which yielded a correlation of 0.76 indicating the level of the consistency.  The researcher administered 209 copies of the questionnaire to the respondents in the selected schools in Oshimili Local Government Area, Delta State and 207 retrieved and analysed using mean and standard deviation statistics. The decision rule is that any item with a mean score of 2.50 and above was regarded to be in agreement with the item statement whereas any mean score less than or below 2.50 was deemed to be in disagreement with the item statement. Findings of the study revealed among others that there are economic and cultural factors that contribute to gender inequality in secondary education in Oshimili South Local Government Area, Delta State. It was recommended among others that government agencies, non-governmental organizations, and community leaders should implement sensitization and scholarship programmes.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The issue of gender inequality can be considered as a universal feature of developing countries. Unlike women in developed countries who are, in relative terms, economically empowered and have a powerful voice that demands an audience and positive action, women in developing countries are generally silent t and their voice has been stifled by economic and cultural factors. Economic and cultural factors, coupled with institutional factors dictate the gender-based division of labor, rights, responsibilities, opportunities, and access to and control over resources (Olagunju, 2018). Women in Nigeria have been plagued by limited access to education. Disparity in access to educational opportunity is a pressing gender equity issue in Nigeria (World Bank, 2003).

To begin with, gender is perhaps most apparent in the social differences between females and males. These differences indicate how individuals are viewed, and how they view themselves. The differences between males and females are learned and deeply rooted, but also cultural, contextual and subject to change over time. Through interacting with other key factors, such as ethnicity, religion, class and sexual orientation, gender critically indicates identity. Fayomi & Olu-Owolabi (2017) posit that gender resonates on the differences between men and women and the unequal relationships that result from that. The term indicates that the differences between men and women are not inevitable products of biological sex differences. They also went ahead to explain that gender refers to a set of culturally conditioned traits associated with maleness or femaleness (Fayomi & OluOwolabi, 2018). Kabonesa (2020) also opines that ‘gender’ refers to the social and cultural construction of female and male identities. She goes further to explain that the social and cultural constructions about men and women lead to socially constructed roles, responsibilities, obligations, attitudes and relationships between men and women. The differentiated perceptions and expectations of men and women lead them to occupy specific positions and/or space in society. In addition, the differences that arise from these social constructions, attitudes, perceptions and expectations change over time; vary within and among cultures; and vary within specific political and economic contexts. Meanwhile, Parker, Lozana & Messner (1995)  state that indeed, gender relations have changed and continue to change in the African continent, as elsewhere, with changes in the socioeconomic and political stability.

Gender should be distinguish from the term “sex”, this is due to the fact that, most times the concepts are used interchangeably, the word Gender is used to describe social and personality differences between men and women, it refers to that which society defines as masculine and feminine while sex on the other hand refers to the term that is used to classify species into either female or male, female alone can give birth and breast feed while male hormonal and genital structure differ from that of female (Webb & Tossel, 2020). According to UNESCO (2003), gender refers to all cultural expectations associated with femininity and masculinity but goes beyond biological differences of sex.  Butler (2021) defines gender as a kind of doing, an incessant activity performed, in part, without one’s knowing and without one’s willing. She argues that gender is not a fixed attribute but a fluid variable that shifts and changes in different contexts and times. Butler emphasizes that gender is performative, meaning that it’s not something one is, but rather something one does. This performance is shaped by societal norms and expectations, but also has the potential to subvert and challenge those norms. Connell (2020) l conceptualizes gender as “a way in which social practice is ordered. She views gender as a multidimensional structure that operates at individual, interactional, and institutional levels. Connell emphasizes that gender is not just about individual identity, but also about power relations, labor divisions, and cultural symbolism. She argues that gender arrangements are historically constructed and subject to change. Halberstam (2018) defines gender as a system of social, cultural, and political meanings attached to bodies and behaviours. He emphasizes the fluidity and flexibility of gender, particularly in relation to transgender and non-binary identities. Halberstam argues that gender is not a binary system but a spectrum of possibilities. He explores how gender norms are enforced through social institutions and cultural representations, and how these norms can be challenged and subverted. Connell and Pearse (2021) Connell and Pearse define gender as “the structure of social relations that centers on the reproductive arena, and the set of practices that bring reproductive distinctions between bodies into social processes. They emphasize that gender is not just about individual differences but is deeply embedded in social institutions such as the economy, politics, and culture. The authors argue that gender relations are historically dynamic and subject to change. They highlight the importance of understanding gender in a global context, considering how gender relations are shaped by and shape processes of colonialism, globalization, and economic development.  Oakley (2018) defines gender as a matter of culture, it refers to the social classification of men and women into ‘masculine’ and ‘feminine’. She distinguishes between sex as biological and gender as socially constructed. Oakley argues that gender roles and expectations are learned through socialization processes beginning in early childhood. She emphasizes how gender intersects with other social categories such as class and race to shape individuals’ life experiences.   West and Zimmerman (2021) conceptualize gender as something that is “done” rather than an inherent characteristic. They argue that “doing gender involves a complex of socially guided perceptual, interactional, and micropolitical activities that cast particular pursuits as expressions of masculine and feminine ‘natures'” (West & Zimmerman, 2021). This perspective emphasizes gender as an ongoing social process rather than a fixed attribute. They explore how gender is produced and reproduced through everyday interactions and how it is embedded in social institutions. He emphasized the fluidity and multiplicity of gender identities, advocating for a more inclusive understanding of gender that goes beyond the male-female binary. She explores how language shapes our understanding of gender and advocates for new ways of thinking and talking about gender that can accommodate a wider range of identities and expressions. Ahmed (2017) conceptualizes gender through the lens of phenomenology, focusing on how gender shapes lived experiences and bodily orientations in the world. She argues that “gender is an effect of how bodies take up objects, which involves how they occupy space and which in turn directs their bodies in specific ways. Ahmed explores how gender norms become embodied and how they shape individuals’ interactions with the world around them. She emphasizes the role of repetition in reinforcing gender norms but also highlights the potential for deviation and resistance. Ahmed’s work contributes to understanding gender as a lived, embodied experience that is shaped by and shapes social and material environments.

Gender disparities on the other hand refers to the systematic differences in the outcomes that men and women achieve in the labor market, education, and other spheres of life” (Goldin, 2021). Goldin emphasizes that gender disparities are not just about pay differences but encompass a wide range of outcomes. She argues that these disparities are deeply rooted in societal structures and historical contexts. Goldin’s research shows that while some gaps have narrowed over time, others persist due to complex factors such as occupational segregation and the unequal division of household responsibilities. She particularly highlights the “motherhood penalty” as a significant contributor to gender disparities in career advancement and earnings. Gender disparities are the observable and often measurable differences between men and women in terms of their status, access to resources, and power within a given society or context (Bohnet, 2018). Bohnet focuses on the measurable aspects of gender disparities, emphasizing the importance of data-driven approaches to understanding and addressing these issues. She argues that gender disparities are often perpetuated by unconscious biases and structural barriers. Bohnet’s research explores how small changes in decision-making processes and organizational structures can have significant impacts on reducing gender disparities. She advocates for “behavioural design” approaches that can nudge individuals and institutions towards more equitable practices. Bohnet’s work also highlights the economic costs of gender disparities, arguing that addressing these issues is not just a matter of fairness but also of economic efficiency. Gender disparities are the manifestations of power imbalances between men and women, shaped by social structures and cultural practices that privilege certain forms of masculinity (Connell, 2020). Connell views gender disparities through the lens of power relations. She argues that these disparities are not simply about individual choices but are deeply embedded in social institutions and cultural norms. Gender disparities are the differences in opportunities and outcomes between men and women that persist despite formal equality, often due to deeply rooted social norms and economic structures (Duflo, 2019). Duflo focuses on how gender disparities manifest in developing countries and how they interact with economic development. Her research demonstrates that while economic growth can help reduce some gender disparities, it is not sufficient on its own. Duflo emphasizes the role of targeted policies and interventions in addressing specific aspects of gender inequality. She has conducted numerous randomized controlled trials to evaluate the effectiveness of various interventions aimed at reducing gender disparities in education, health, and economic participation. Duflo’s work also highlights the potential for virtuous cycles, where improvements in women’s status can lead to broader societal benefits.

            Gender disparities are the systemic inequalities between men and women that result from the social construction of gender roles and expectations, often invisible to those who benefit from them (Kimmel, 2018). Elaboration: Kimmel, a sociologist specializing in men and masculinities, emphasizes the role of social construction in creating and maintaining gender disparities. He argues that these disparities are often invisible to those who benefit from them, particularly men. Kimmel’s research explores how traditional notions of masculinity contribute to gender inequalities and how these notions can be harmful to men as well as women. He advocates for engaging men in efforts to reduce gender disparities, arguing that gender equality benefits everyone. Kimmel’s work also examines how gender disparities intersect with other forms of social inequality and how they are reproduced through institutions such as education, media, and the workplace. Gender disparities are the concrete manifestations of women’s subordination in society, rooted in systemic practices of male dominance and female disempowerment (MacKinnon, 2017). He views gender disparities through the lens of power and domination. She argues that these disparities are not accidental but are fundamental to the structure of society. MacKinnon’s work particularly focuses on how legal systems and social institutions perpetuate gender inequalities. She has been influential in developing legal approaches to addressing issues such as sexual harassment and violence against women. MacKinnon’s perspective emphasizes the need for radical changes in social and legal structures to truly address gender disparities.

Gender disparities are the unearned advantages and disadvantages conferred on individuals based on their gender, often invisible to those who benefit from them (McIntosh, 2020). McIntosh, known for her work on privilege, extends her analysis of “invisible knapsacks” to gender disparities. She argues that these disparities are often unrecognized by those who benefit from them, particularly men. McIntosh’s work emphasizes the importance of recognizing and acknowledging these unearned advantages as a first step towards addressing gender inequalities. She explores how gender disparities manifest in everyday interactions and institutional practices, often in subtle ways. McIntosh’s approach encourages individuals to reflect on their own experiences and privileges, and to use this awareness to work towards greater equality. Gender disparities are part of a complex system of intersecting oppressions, where gender interacts with other social categories such as race, class, and sexuality to produce unique forms of disadvantage” (Crenshaw, 2019). Her definition of gender disparities emphasizes how these disparities cannot be understood in isolation from other forms of social inequality. Crenshaw’s work demonstrates how women of color, for example, may experience gender disparities in ways that are qualitatively different from white women or men of color. She argues that addressing gender disparities requires a nuanced approach that takes into account these intersecting identities and experiences. Crenshaw’s perspective has been influential in both academic and activist circles, encouraging more comprehensive approaches to understanding and addressing social inequalities. Gender disparities are the outcomes of gender regimes – the patterns of gender arrangements in institutions and everyday practices that structure gender relations in a given society” (Connell & Pearse, 2021). Connell and Pearse provide a sociological perspective on gender disparities, emphasizing the role of institutions and social structures. They argue that gender disparities are not simply the result of individual choices or biases, but are embedded in the very organization of society. Their work examines how gender regimes operate at multiple levels, from intimate relationships to global economic systems. Connell and Pearse’s approach emphasizes the historical and cultural specificity of gender arrangements, arguing that these can change over time and vary across cultures. They also explore how gender disparities are maintained through everyday practices and interactions, as well as through formal institutions and policies.

Gender disparities are the material consequences of the performative nature of gender, where socially constructed norms and expectations create and maintain differences in power and opportunity (Butler, 2022). Elaboration: Butler, a philosopher and gender theorist, approaches gender disparities through the lens of performativity. She argues that gender is not an innate characteristic but is continually produced through repeated actions and behaviours. From this perspective, gender disparities arise from the ways in which society rewards certain performances of gender while punishing or devaluing others. Butler’s work challenges essentialist notions of gender and encourages a more fluid understanding of gender identities. She explores how this performative understanding of gender can inform efforts to address disparities, emphasizing the potential for change through subversive performances and the challenging of gender norms. Butler’s perspective also highlights the role of language and discourse in creating and maintaining gender disparities.

Gender disparities in schools is noticeable in several areas. There is a noticeable gender disparity in enrollment rates at the secondary school level in Nigeria. Students’ enrollment is the process of arranging to attend an institution and specific classes. This term may also describe the number of students that currently attend a school or a course. Student’s enrollment refers to the act of signing up for school and/or specific classes or co-curricular activities at that particular school (Robert, 2019).  Enrollment refers either to the number of people signed up for school or other services or the act of signing up for school or other services. Enrollment is the process of registering or being registered for a course, college, university, or group. It can also refer to the number of people who have registered for a particular course or program (Robert, 2019). Before the beginning of every semester in every higher institution, new students are registered. The process of the registration is known as enrollment. Therefore, enrollment is the process of registering students for a fresh academic year of session. It can also be referred to as the number of people who are registered at an institution or on a course. This term may also describe the number of students that currently attend a school or a course. Student enrollment refers to the act of signing up for school and/or specific classes or co-curricular activities at that particular school. The enrollment process is completed after a student is granted admission to a particular school (Justin, 2019). This term may also describe the number of students that currently attend a school or a course. Enrollment can be seen as the body of people (such as students) who register or enroll at the same time. The meaning of the word enrollment is taking admission or initiating for attendance in school or office. If a student wants to take admission in any school or college for any course, there is an enrollment process (Obed, 2018). The student has to fill-up the form and then submit it to the college or school. ender refers to society’s division of humanity, based on sex, into two distinctive categories. Gender guides how females and males think about themselves, how they interact with others, and what position they occupy in society as a whole. Thus ,gender also operates as a dimension of social inequality. This inequality, which has historically favoured males, is no simple matter of biological differences between the two sexes. Females and males do of course differ biologically, but these disparities are complex and in consistent. Gender roles are attitude and activities that a culture links to each sex. Gender roles are the active expression of gender identity. The first question people usually ask about a new born child in Nigeria is: “Is it a boy or a girl?” Such a question carries a great deal of significance for the child’s entire life. In global perspective, the preference for boys is more pronounced in Africa and most Asia countries. Discrimination against females is common in these countries. Iloegbunam (2018), said one of the ironies of history is the fact that despite the role women play both at home and in the society, they have remained unnoticed and even belittled. This is borne out of the notion that women’s function of being homemakers and caring for children is not important. Women therefore are to be seen and not heard. This has grossly affected women enrolment in education. History has revealed discrimination against women in education. A review of the history of education revealed that even among the ancient cities of Athens and Sparta, girls were excluded from the education given to the boys (Clement, 2019). Athens devoted much time to sports and athletics and the boys were trained in gymnastics and various types of sports and not the girls. The Spartans trained their children right from cradle to be strong astute soldiers. An educated man from their own assessment, was a brave soldier who could withstand the winter, cold and dare the enemy with courage and determination and the training for this usually began when the child was five years or below. Eventually all the soldiers then were men

Studies have shown that girls are less likely to be enrolled in secondary schools compared to boys. This is particularly evident in rural areas and the northern regions of Nigeria, where cultural and socio-economic factors play a significant role in limiting girls’ access to education. According to the United Nations International Children’s Emergency Fund (UNICEF), girls’ net enrollment rate in secondary schools in Nigeria is lower than that of boys, especially in the northern states where early marriage, poverty, and cultural practices contribute to the gender gap (UNICEF, 2023). Gender disparity is also observed in retention and dropout rates. Girls are more likely to drop out of secondary school than boys due to factors such as early marriage, teenage pregnancy, and household responsibilities. These factors are prevalent in both urban and rural areas but are more pronounced in rural communities. The Global Partnership for Education (GPE) reports that in Nigeria, the dropout rate for girls in secondary schools is significantly higher than for boys. This is largely due to socio-cultural expectations that prioritize girls’ domestic roles over their education (GPE, 2020). There is a significant gender disparity in the choice of subjects, particularly in Science, Technology, Engineering, and Mathematics (STEM). Boys are more likely to enroll in and perform better in STEM subjects, while girls are often underrepresented in these areas. This is influenced by societal stereotypes and a lack of encouragement for girls to pursue these fields. A study by Salami, & Onibon, 2017) found that girls in Nigerian secondary schools are less likely to choose STEM subjects due to gender stereotypes and a lack of role models in these fields (Salami & Onibon, 2017). There are disparities in learning outcomes between boys and girls, with boys often performing better in national examinations. This disparity is linked to differences in classroom participation, access to learning resources, and societal expectations regarding gender roles. The Nigerian Educational Research and Development Council (NERDC) has highlighted that girls’ performance in national examinations is generally lower than that of boys, particularly in subjects like mathematics and sciences (NERDC, 2018). In many parts of Nigeria, cultural norms and practices hinder girls’ education. Early marriage, preference for boys’ education, and traditional gender roles that see girls as future homemakers contribute to the educational gender gap. The World Bank (2020) reports that cultural barriers are a significant factor in gender disparity in Nigerian secondary schools, particularly in the northern regions where cultural practices such as early marriage are prevalent (World Bank, 2020). Gender-based violence and harassment within the school environment disproportionately affect girls, leading to increased absenteeism and dropout rates. The lack of safe and gender-sensitive school environments exacerbates the gender disparity in education.  According to ActionAid Nigeria (2019), gender-based violence in schools is a major factor contributing to the lower retention rates of girls in secondary education (ActionAid Nigeria, 2019).

Discrepancies between males and females in access to schooling, school completion rates, and participation in employment opportunities are still more the norm in some regions of the world than others. Limited access to education plagues women in Nigeria as well as in Sub-Saharan Africa. Disparity in access to educational opportunity is a pressing gender equity issue in Nigeria (World Bank, 2021).  Oniye (2018) opines that education supports men and women to claim their rights and recognise their potentials in the economic, political and social arenas. It’s otherwise known as the one most powerful means to take individuals out of hardships.  Though, many individuals, most importantly ladies, are still exempted from education in the Federal Republic of Nigeria. Education ought to be a basic of any approach to handle the gender-based discrimination against ladies that continues to be dominant in our society. According to the Gender Statistics (2020), the present wave of globalization has greatly improved the lives of women worldwide, especially the lives of women within the developing world. Even so, ladies are still deprived from several areas of life, such as employment, health and civil rights, beside education. Studies have shown that consistent with the U.S. Agency for International Development and also the World Bank, 57% of the 72 million elementary school-aged youngsters who don’t attend school, are females. Also, females are 4% less probable than boys to finish primary education (Gender statistics, 2020).

While several advantages are created with regards to the overall level of education worldwide, and more youngsters are currently attending elementary school than ever (King, 2013), there’s still no worldwide gender parity in education. In each revenue bracket, there are more female youngsters than male youngsters who don’t seem to be attending school. Jensen, (2000) states that typically, ladies within the poorest 20% of the families have the least probability of obtaining an education (Jensen, 2010). This difference doesn’t essentially modify in adulthood.

Statistics show that, of the 774 million illiterate adults worldwide, 64% are females – a datum nearly unmoved from the early Nineties (Gender Statistics, 2020). The UN Millennium Development Goal (MDG) is to push gender equality and empower females, thus using education as its target and also the appraisal of gender inequality in education as its indicator of progress. Through the efforts of the international community, the United Nations hopes to eliminate gender inequality in primary and secondary levels of education no later than 2015. Gender disparity in education is tremendous. Females are less probable to access education, to stay in school or to progress in education. Despite nearly thirty years of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), and 20 years of the Convention on the Rights of the Child (CRC), females still constitute around 56% of the 77 million youngsters not going to school, and women constitute 2 thirds of the uneducated adults. Even the ladies, who do sign up at school, could have irregular turnouts thanks to other demands on them, and also the incontrovertible fact that their education might not be prioritized. Females are more probable to repeat school years, to drop out early and to fail key subjects, and in most countries, girls are less promising to finish the transition to secondary schooling. Inevitably, the disparity in society has a sway on the availability and content of education.

A student’s academic performance may be linked to their social identity. Gender differences in academic performance vary with the subject or discipline of study, for example, men may perform better in mathematics whilst women may perform better in biology (Richardson & Woodley 2018). Each subject, or discipline, has its own profile of how gender and other social variables interact to affect academic performance. For example, ‘research has found that there are instructional methods, learning styles, and interests that can be characterized as distinctly female’ (Weber & Custer 2017). Any differences in the academic achievement between male and female students may be dependent on the discipline or field of study (Smith, 2016).

Stereotypes can constitute powerful social pressures to behave in certain ways, ‘indeed, the culture and atmosphere at all levels within an institute will to some extent flow from the sorts of beliefs, values and norms possessed by individuals within that institute’ (Leman, 2020). Such stereotypes can be found in gender-biased visuals, language, teaching approaches and academic staff attitudes (Kerkhoven, 2016). Indeed, there can be strong contradictions between academic staff’s championing of gender issues in education and their acceptance of responsibility to implement change in their own practices, particularly with reference to curriculum development (Hinton-Smith et al. 2021).

Hence the need to examine gender disparities in secondary education in Oshimili South Local Government Area, Delta State.

1.2 Statement of the Problem

In Nigerian educational system, there is still much gender inequality in spite of all steps taken by the Federal Government to give equal gender opportunity to education such as the provision of the Universal Free Primary Education (UPE) in 1976 and today, the Universal Basic Education (UBE). The female gender is still lacking behind in education and this has much implication in the social-economic status of the females in the nation. If drastic measures are not taken, education in Nigeria may be all male affairs as the females dominate the markets, the farms and the homes to make more babies and increase poverty in the land.

Females are the largest group denied the right to formal education in the world. Obanya (2020) opines that gender disparity is a well-known feature of Nigeria‟s educational landscape. In the same vein, Odili as cited in Fapohunda (2019) points out that despite efforts at increasing the supply of females in education through massive campaign, building of more schools, subsidies for female pupils, etc., the demand for female education is still very low. Gender inequality between males and females has contributed to educational inequalities in terms of making career choices, where some courses are highly dominated by male than female and such has great implications not only on the education sector but the nation as a whole (Omoregie & Ihensekhien, 2019).

The question now is what the areas of the gender disparity we are talking about? Are there observed disparity in terms of enrolment or subject preference? How does the disparity influence students’ academic performance?

It is against the light of the above that this study is carried out to examine gender disparities in secondary education in Oshimili South Local Government Area, Delta State.

1.3 Aims and Objectives of the Study

The main purpose of this study is to examine gender disparities in secondary education in Oshimili South Local Government Area, Delta State. Specifically, the study seeks to:

1. To assess the impact of economic and cultural factors on gender inequality in access to secondary education in Oshimili South Local Government Area, Delta State
2. To explore the perceptions of male and female students regarding gender roles and expectations in Oshimili South Local Government Area, Delta State.
3. To analyse the relationship between gender disparities in secondary education and overall socio-economic development in Oshimili South Local Government Area, Delta State.
4. To investigate the effectiveness of current policies and programs aimed at promoting gender equity in secondary education.
5. To identify the challenges and barriers faced by girls in accessing educational opportunities and resources in Oshimili South Local Government Area, Delta State.

1.4 Research Questions

1. What economic and cultural factors contribute to gender inequality in secondary education in Oshimili South Local Government Area, Delta State?
2. How do male and female students perceive gender roles and expectations in Oshimili South Local Government Area, Delta State?
3. What is the correlation between gender disparities in education and socio-economic development indicators in Oshimili South Local Government Area, Delta State.?
4. How effective are existing policies and programs in addressing gender inequality in secondary education in Oshimili South Local Government Area, Delta State?
5. What specific challenges do girls in Nigeria face in accessing secondary educational resources and opportunities in Oshimili South Local Government Area, Delta State?

1.5 Significance of the Study

The study would be beneficial to students, teachers, school managements, policy makers and future researchers.

The study would enable students to gain insights into the barriers that different genders face in accessing and succeeding in secondary education. This understanding is crucial for identifying the root causes of inequality, such as cultural biases, economic challenges, or institutional practices that may favor one gender over the other. Students would become more aware of the challenges their peers face, which can foster empathy and encourage advocacy for more inclusive educational practices. This awareness is essential in promoting a more equitable learning environment. Students who understand the dynamics of gender disparities are better equipped to challenge and overcome societal norms that perpetuate inequality. This knowledge empowers them to strive for gender equity both within the school setting and in broader society. Engaging with the issue of gender disparities encourages students to think critically about the social and cultural factors that influence education. This critical thinking is an essential skill that can be applied to various aspects of their academic and personal lives. Students who experience a more equitable education are more likely to become advocates for gender equality in their communities. By taking part in initiatives to address gender disparities, students can develop leadership skills. Leading discussions, organizing events, or participating in advocacy efforts can all contribute to their growth as future leaders. Students who engage with the topic of gender disparities are encouraged to reflect on their own experiences and biases. This self-reflection can lead to personal growth and a deeper understanding of the importance of fairness and equality.

Teachers become more aware of gender-specific challenges faced by students, allowing them to adopt inclusive teaching practices that cater to the needs of both male and female students. Insights from the study guide teachers in adapting their teaching methods to address the different learning needs of boys and girls, such as implementing mentorship programs or gender-sensitive curriculum adjustments. Addressing gender disparities can lead to improved academic performance for all students by re-engaging boys or encouraging girls in subjects where they are underrepresented.  The study to advocate for gender-equity policies within the school, ensuring equal access to resources and attention for all students. Understanding gender disparities helps teachers identify and address reasons for student dropouts, particularly among vulnerable gender groups, leading to better retention rates. The study equips teachers with knowledge to engage parents and the community in promoting gender equality, challenging stereotypes, and encouraging equal participation in schooling.

School management can develop policies and programs that promote gender equality by identifying areas where resources or interventions are needed to bridge gender gaps. Management can provide training and resources for teachers focused on gender-responsive pedagogy, ensuring balanced and effective learning environments. By addressing gender disparities, school management can improve overall school performance and reputation, attracting more students and gaining community support. Management can leverage study findings to create and enforce policies that ensure a gender-balanced approach to education, including scholarships, gender clubs, and safe spaces. Aligning the school with national and international educational goals, school management contributes to a more inclusive and equitable educational system. Implementing gender-sensitive policies and practices can reduce dropout rates, leading to higher retention and graduation rates, and better educational outcomes for the community. Understanding and addressing gender disparities strengthens relationships with the community, garnering more support from parents, local organizations, and government bodies.

The study gives decision-makers specific information about gender differences in secondary schooling in Oshimili South Local Government Area. When creating focused policies to close the gender gap in education, this evidence may be quite important. Comprehending the locations of discrepancies facilitates policymakers in optimizing resource allocation. For instance, focused scholarships or gender-sensitive infrastructure upgrades can be put into place if it is discovered that girls are notably underrepresented. The results of the study can help shape policies that cater to the unique requirements of both boys and girls. Policies can be modified to address problems including gender-based violence in schools, dropout rates, and access to educational resources. The study can promote the inclusion of gender equality as a fundamental element of educational programs by highlighting areas where gender differences are more noticeable.

Researchers in the future would use the baseline data from this study. Scholars may utilize this study as a benchmark to evaluate the effects of initiatives or policies put in place following the study period. It would facilitate a greater understanding of the factors impacting gender equality in education by allowing future researchers to interpret gender discrepancies within the larger framework of socio-economic and cultural developments in Oshimili South. The study would be used by researchers to evaluate current educational policies, providing information about how well or poorly these policies are addressing gender inequality.

1.6 Scope/Delimitation of the study

This study is focused on examining gender disparities in secondary education. The study is delimited to public secondary schools students in Oshimili South Local Government Area, Delta State. With particular emphasis on areas of gender disparity, gender disparity in terms of enrolment, subject preferences among male and female students and influence of gender disparity on students’ academic performance.

1.7 Area of the study

The study was carried out in Oshimili South Local Government Area of Delta State. Oshimili South Local Government Area is one of the twenty-five Local Government Areas making up Delta state. It is situated in the Niger Delta Region/the South-South geo-political zone of Nigeria. It was part of the Asaba Division of the Southern Protectorate in colonial Nigeria and later a part of the Western Region following the delineation of the country into three Regions through the Richard’s Constitution of 1946. It later became part of the Mid-Western Region in 1963, and Mid-Western State in 1967. It became part of Bendel State and was carved out of the old Asaba Division in 1976 as part of Oshimili Local Government. It became Oshimili South Local Government in 1996 after the creation of Delta State from the defunct Bendel State in 1991.Oshimili South Local Government Area is a home of people of different walks of life such as civil servants, business men and women, and famers. The Local Government Area has a thick population of secondary school students with 13 public secondary schools. The high presence of public secondary school students makes the Local Government Area a suitable area of this study.

1.8 Definition of Terms

Gender: Gender refers to the social, cultural, and psychological attributes, behaviours, and roles that a society considers appropriate for individuals based on their perceived sex. It is a social construct that can vary across cultures and time.

Disparity: Disparity refers to a noticeable and often unfair difference or inequality between two or more things, particularly in the context of opportunities, treatment, or outcomes.

Gender Disparity: Gender disparity refers to the unequal treatment or perceptions of individuals based on their gender, leading to differences in access, opportunities, and outcomes between genders, often favoring one over the other.

Students’ Enrolment: Students’ enrolment refers to the process or act of registering or being registered as a student in an educational institution, signifying the number of students officially attending a school or program.

Secondary Education: Secondary education is the stage of education following primary education, typically covering adolescence, where students are taught more advanced subjects, often including the transition from general education to specialized learning in preparation for higher education or vocational training.

Academic Performance: Academic performance refers to the level of achievement or success a student attains in their educational pursuits, typically measured through grades, test scores, or other forms of assessment.

Pages:  102

Category: Project

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Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.