Gender equality in education, context and criticality

Unterhalter, E.; Ezegwu, Chidi; Adedokun, Abayomi Ayodeji; Dodo, M Lamido; Dangaladim, W

doi:10.4324/9781315303116-10

Cited by 4 publications

(5 citation statements)

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“…Ejiogu, 1998;Ajayi, 1997;Abe, 2002) indicate that teacher motivation and job satisfaction were low and many that found themselves in the teaching profession were not interested in it, but were pushed into it by their socioeconomic circumstances. A similar observation is also made in recent literature (see Dunne et al, 2014;Unterhalter et al, 2018). Teacher recruitment and retention thus became a challenge.…”

Section: Alteration Of Teacher Training and Recruitment Normssupporting

confidence: 83%

“…Their religious background appears to have put additional pressure and responsibility on them to prove to Muslims in Nigeria and the core north (Gowon is from the north-central of Plateau state while Obasanjo is from the southwest) that they respect Sultans' authority. Besides being the Seat of the Islamic Caliphate in Nigeria, Sokoto is the home of the two dominant ethnic groups in northern Nigeria: Hausa and Fulani (see Unterhalter et al 2017;Ezegwu, 2020).…”

Section: Unplanned Reforms Informed By a Search For Political Legitimacymentioning

confidence: 99%

“…The cheating going on today in schools started from teachers." More recent scholars have also echoed the persistent teacher quality challenges despite numerous interventions in teacher education, supply and management (seeJohnson, 2008; Adefeso-Olateju, 2013; Dunne et al 2014;Gershberg, et al, 2016;Unterhalter et al, 2018).The position of the National Policy on Education (NPE) on teacher quality is worth noting. The 1977 NPE, which was subsequently revised in 1981 and 1995, provides that the National Certificate of Education should be the minimum teaching qualification in schools (NPE…”

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confidence: 99%

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Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003)

Ezegwu¹,

Okoye²,

Wantchékon³

2023

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This study examines how the political interruptions in Nigeria between 1970 to about 2003 altered policies, institutional norms, governance structures, and attitudes in the education sector. Particular attention is given from 1973 to 2003, a period after the civil war, when the Federal Government became fully involved in managing primary and secondary schools (taking over schools from missions and private owners) up to 2003 when the first successful democratic transition took place. Further disruptions to the country’s democracy have been experienced since then, and have continued to inform the political economy of education sector development.

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Section: Alteration Of Teacher Training and Recruitment Normssupporting

confidence: 83%

Section: Unplanned Reforms Informed By a Search For Political Legitimacymentioning

confidence: 99%

mentioning

confidence: 99%

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Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003)

Ezegwu¹,

Okoye²,

Wantchékon³

2023

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“…It is noteworthy that various research literatures believes that access to education is generally lower in Kaduna than in the Lagos and males in Kaduna had better access than females (FME, 2011;Humphreys and Crawford, 2014;Unterhalter et al, 2017). KF6 had only secondary education and considered herself to be privileged and lucky: "They don't take us equally at all because even when I was growing up in my family my dad was able to send my brother to university but not me you understand but the problem is that when it reaches the time for tertiary education my daddy didn't want to send me to school because he believed that I am a woman".…”

Section: "Attended University My Family Were In Full Support To Me Ga...mentioning

confidence: 99%

Shattering the ceiling: exploring culture and religion’s impact on female empowerment in the Nigerian hospitality industry

Ukachukwu,

Rahimi

2024

JHTI

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PurposeThis study addresses the persistent impact of patriarchal societal structures on women’s empowerment in Nigeria, where social power, political authority and autonomy continue to elude them. Despite advancements made by women in workplaces worldwide, gender inequalities prevail, particularly in the Nigerian hotel industry. Existing qualitative evidence on the intersection of gender, culture and religion in shaping gender diversity and career progression within this industry remains limited. To address this gap, this study employs intersectionality and hegemonic masculinity frameworks to explore the influence of local cultures, religion and gender practices on gender imbalances in three distinct cultural settings in Nigeria.Design/methodology/approachDrawing from in-depth interviews with 38 hotel workers, this research provides original insights into their lived experiences, offering a deeper understanding of the narratives underlying gender inequality statistics. By delving beyond surface-level observations, this study uncovers the multifaceted dynamics that perpetuate gender imbalances. By examining the interplay between gender, culture and religion, this research contributes to a nuanced comprehension of the factors that shape career trajectories in the Nigerian hotel industry.FindingsThe findings of this study reveal the enduring influence of patriarchal societal structures, highlighting the challenges faced by women in accessing social power, political authority and autonomy. By extending intersectionality and hegemonic masculinity approaches, this research unveils the intricate stories that illustrate the underlying complexities of gender imbalances. In doing so, it fills critical gaps in the qualitative evidence surrounding gender diversity and career progression in the Nigerian hotel industry.Originality/valueThis study is original in its comprehensive examination of the intersection of gender, culture and religion in the Nigerian hotel industry. It offers unique insights by conducting in-depth interviews with 38 hotel workers, unravelling the underlying factors contributing to gender imbalances. By extending intersectionality and hegemonic masculinity frameworks, it provides a nuanced understanding of the challenges faced by women and highlights the need for tailored interventions to promote gender equality.

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“…Leung, Shek, and Shek (2019) point out cultural practices that encourage early marriages, child slavery, child trafficking, prostitution, poverty, and multiple household duties for girls as some of the contributing factors. Equally, there are situations where girls are seen as a source of wealth that can be easily earned through dowry payments and cheap labour on the farm for agricultural produce (Unterhalter et al, 2017;Muyaka, 2018). Holm (2010) longitudinal study of 30 years that analysed schoolgirl gender interactions is helpful in gaining the enduring power of gender norms on behaviour attitudes in a given society.…”

Section: Literature Reviewmentioning

confidence: 99%

Influence of Gender Norms on Education Participation among Secondary School Girls in Homa Bay County

Sifuna,

Otieno,

Ouda

2023

SCIMUNDI

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Several studies in sub-Saharan Africa have looked at the impact of gender norms on the education of girls. Nevertheless, on a national level, limited studies have attempted to directly investigate the girls’ views and their experiences of these norms. Therefore, this study is intended to investigate the influence of gender norms on the education participation of secondary school girls in Homa Bay County (HBC). The study adopted a concurrent transformative research design, majorly quantitative with an embedded qualitative bit. The population of interest comprised all secondary school girls in HBC. Purposive sampling was applied to limit the sample population to the three sub-counties of Rachwonyo South, Rachwonyo East, and Ndhiwa. Solvin’s formula was used to arrive at a sample size of 393. Respondents were selected using a proportionate stratified sampling method. Additionally, one guidance/counselling teacher, one principal, and one area education director from the participating schools were purposefully included in the study to provide complementary qualitative data. Data from female students was collected by means of questionnaires. Interview schedules were used to collect data from the other participants. The validity of the test was established through expert input and the adaptation of tests used in similar studies. Instrument reliability was confirmed by a test-retest test that returned a correlation coefficient of 0.766. The quantitative data was coded and analysed using SPSS version 24.0. Linear regression was run between education participation and gender norms, and the outcome was an equation model. Qualitative data provided evaluative references in the discussion. The relationship between the independent variables and the dependent variable was found to be statistically significant (t = 1.295, p <.001). The study found that the gender norms of most secondary school girls in Homa Bay County are disposed to unquestioning submissiveness to men and over-involvement in domestic chores. The study recommends that school authorities use parental gatherings to create awareness that focuses girls’ attention on career development. Interventions to improve girls’ education participation will benefit from these findings. Similar studies are needed to establish the plausibility of generalizing the findings beyond Homa Bay County.

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Gender equality in education, context and criticality

Cited by 4 publications

References 1 publication

Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003)

Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003)

Shattering the ceiling: exploring culture and religion’s impact on female empowerment in the Nigerian hospitality industry

Influence of Gender Norms on Education Participation among Secondary School Girls in Homa Bay County

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