Navigating Marginalization Through a Motivational Weapon and Resilience

Abstract

This study examines the experience of female education in Northern and North Central Nigeria, South Sudan, South Africa, and the United States. Through empirical reports, articles, journals, and participants' practical experience, this study adopts a qualitative methodology comprising educational system information in the three Sub-Saharan countries and the United States. It explains how gender disparity and exclusive socioeconomic and sociocultural policies impede female education. It examines females from the United States, South Africa, and South Sudan who have shown resilience in overcoming obstacles of slavery, racism, apartheid, patriarchy, poverty, and war to encourage the higher academic pursuit of Idoma girls in Benue State, North Central Nigeria. The study shows that despite policies that have generated varying mechanisms to incorporate marginalized female students in school systems, deep inequalities persist and are palpable in the academic achievement data of female students.