Effect of Gender Discrimination on Girl Child Education in Abraka, Ethiope East Local Government Area of Delta State
Chapter One
PURPOSE OF THE STUDY
The purpose of this study is to examine the effect of gender discrimination on girl child education in Abraka, Ethiope East Local Government Area of Delta State. Specifically, the objectives include;
- To find out the level of awareness on gender discrimination with regards to the girl child education in Abraka, Ethiope East LGA
- To examine if there is any significant relationship between the societal beliefs and the girl child education in Abraka, Ethiope East LGA
- .To examine the factors affecting the girl child’s participation in education in Abraka, Ethiope East LGA
- To evaluate the effect of gender discrimination of the girl child on societal development in Abraka, Ethiope East LGA
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
Education remains a potent and dynamic instrument for national development and social transformation, and now internationally accepted as a key development index. It is in recognition of this importance that governments all over the world have made commitments for its citizens to have access to education. Over the years, Nigeria has expressed commitment to education with special emphasis on female education. The girl-child educational attainment is low, as records have shown that fewer girls go to school than boys. The gender gap is said to widen as girls move up the formal education ladder (Obanya 2007). An estimated fifty percent of the population of Nigeria (i.e. 70 million) is made up of women and girls (Obanya 2004). Thus, for Nigeria to experience meaningful sustainable development, the female population cannot be ignored. For this reason, government, aware of the benefits of female education, has made concerted effort to promote girls’ education. Section 18 of the Nigerian Constitution, the Universal Basic Education (UBE) Act 2004, the Child Rights Act 2003, and Article 17 of the African Charter guarantee the right of every Nigerian child to education. The UBE Act and the Child Rights Act further made provision for free and compulsory basic education up to junior secondary level for every child. Despite all these efforts, the girl-child education attainment is low as majority of girls drop out for various reasons before completion of junior secondary education. Why has the situation persisted despite efforts by governments, international organizations and NGOs to boost female education over the years? It appears the real issues have not been appropriately addressed. One area that seems to have not been well explored is the issue of gender stereotypes. In Nigerian society, gender stereotyping is pronounced in every aspect of human activity and several authors have pointed to this and other range of issues that interplay to affect female access to education. Gender stereotypes are roles or a pattern of behaviour placed on a particular sex by the society, mostly beliefs, illogical ideas and false phrases. It is referred as collection of commonly held beliefs or opinions about behaviours and activities considered by society as appropriate for males and females. It is an overgeneralization, a category concept that is learned, factually incorrect, rigid and persistent (Ashmore& Del Boca, 1981). According to (Perry and Pauletti, 2011), gender stereotypes are people’s beliefs about how the sexes differ (descriptive stereotypes) or should differ (prescriptive stereotypes). For the purpose of the present study, gender stereotypes refer to socio-cultural beliefs and practices, which tend to limit the girl-child’s rights to education. This study has been inspired by concern on the possible effects of gender stereotypes on the overall development of the girl-child. In most homes, girls are exposed to the experiences of traditional norms, stereotype beliefs and practices. However, most of these beliefs and practices are designed to sustain patriarchy gender inequality in the society. Invariably, it is the fundamental rights of women and girls that are mostly violated by these beliefs most of which are not suitable for social and healthy growth of the girl-child. Rather they increase the burden of the developmental tasks for the girl-child causing a setback in her developmental process. A nation that endangers the development of a critical segment of its own population puts itself at risk. Again, attention is drawn to the fact that most Nigerian gender research efforts seem to focus on issues around gender differentials amongst students in science subjects (e.g. Oluwatayo, 2011). However, there appears to be lack of research which explores how beliefs against female gender affect the girls-child’s attitude toward education which in turn hinders regular participation of the girl-child in education. It is against this backdrop that the issue of gender stereotypes and their impacts on educational attitude of Nigerian girls are being examined. It considers attitude as significant because attitudes determine behavior, which in turn combine to affect girls’ access to education. The paper starts with a review of gender role development in African society. It discusses the patriarchal nature of African society and the Nigerian perceptions regarding the girl-child. It reviews some examples of commonly held stereotypic beliefs that pose threat to female gender, and presents concern on the plight of the African girl-child who is caught in the struggle for self-determination and the patriarchal system, which seems to limit her rights and expectations of herself. The paper argues that such a system increases the burden of the developmental tasks for the girl-child causing a setback to her development.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the method used in collecting data required in carrying out this research work it explains the procedures that were followed and the instrument used in collecting data.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment, the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information for the study effect of gender discrimination on girl child education. The researcher randomly select 200parents and guardian in Abraka, Ethiope East LGA of Delta state as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to evaluate the effect of gender discrimination on girl child education.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of gender discrimination on the girl child education
Summary
Gender-based inequality and discrimination in education are a part of deeply rooted sociocultural values and practices of a patriarchal society. They are pronounced as a reality rather than an accident in rural Nigeria (Bista, 2004). Along with right to education, children are discriminated against opportunities, resources, services, benefits and decision making power. Such discrimination has been based on the socio-cultural beliefs and practices where male child enjoys a privileged status from the day of birth. On the other hand, female children are ignored and poorly granted the same educational opportunities.
Conclusion
Education is a human right and an essential tool for achieving the goals of equality, development and peace. Non-discriminatory education benefits both boys and girls and thus ultimately contributes to more equal relationship between men and women, and promoting gender equity in education systems creates a healthy, educated and productive human resource base. It is time therefore to begin to do the right thing – to train and educate our girls. It is time to stop the insult of poverty and dependence, and minimize the culture of begging by maximizing the great resource GOD gave us in women. It is time to train and retrain the girl child. If something is not done urgently, the Millennium Development Goals (MDGs) will suffer a major setback. In the words of Kofi Annan, the former United Nations Secretary General, “No development strategy is better than one that involves women as central players. It has immediate benefits for nutrition, health and savings and reinvestments at the family, community and ultimately, country level. Educating the girl child is a social development policy that works and a long term investment that yields an exceptionally high return”. Although the Federal Government has promulgated a number of edits and legislations on Universal Basic Education, it is time to make these legislations effective by making our primary schools centers of learning, equipped with the right kind of resources and manpower for effective learning.
Recommendation
Haven completed the study, the researcher therefore recommends that Government and other stakeholders in women affairs should strive to create conducive enabling socio-political and economic conditions which will discourage societal preference for male children and the traditional belief that the position of a woman is in the kitchen. All the stakeholders in women affairs and development should focus on the provision of formal education to women as well as improving their working conditions while at the same time facilitate their access to resources like land, credit and technology as a way of enhancing their relevance in the society.
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