Underscoring the Relationship Between Education for Women and National Development in Nigeria

Obiageli, Onyeke Queen; Nonso, Okafor Samson; Chikodili, Eze; Cynthia, Chukwuma Chisom

doi:10.1177/21582440221102429

Cited by 4 publications

(3 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some husbands would have sponsored their spouses, but needed more funds to do so. Sharma (2010) and Obiageli et al (2022) complement this view that poverty is the major factor limiting women's education. Semela (2007) identified factors that explain females' higher academic dismissal rates than males.…”

Section: Qualification and Financial Factorsmentioning

confidence: 97%

“…Even though girls and women were denied access to education in the past for various reasons, today, both men and women in Nigeria enjoy equal access to education -as long as obstacles, problems and peculiar difficulties do not arise on the way (Etejere, 2008). Obiageli et al (2022) found that women with secondary and tertiary education are more likely to contribute to Nigeria's economic growth and child welfare. Therefore, it was recommended that the government implement appropriate policies to increase women's education.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Bridging gender disparities in the teaching profession in tertiary institutions for globalisation

Etejere,

Oluwalola,

Awodiji

et al. 2023

pie

View full text Add to dashboard Cite

Globally, female teachers have established careers in teaching. In Nigeria, there are more females in the teaching profession at lower levels of education than at tertiary institutions. This study examined the gender distribution rate of teachers in secondary and tertiary institutions and the factors that caused differences in gender balance at tertiary institutions using mixed method research. A proforma form was used to collect quantitative secondary data, while the interview guide was used to collect qualitative data. Descriptive statistics of frequency and percentage were used to analyse the quantitative data collected to establish the rate of male and female teachers. The qualitative data were analysed thematically with the aid of Atlas ti. The results showed that the rate of female teachers outweighed their male counterparts by 4.35% at secondary schools, while male lecturers outnumbered female lecturers by 54.67% at the tertiary level. Lack of ambition to aspire higher, as well as societal perspective and marriage, among others, were factors responsible for the low rate of female lecturers in tertiary institutions. In order to address the gender gapidentified at tertiary institutions for globalisation, educational policy makers were advised to ensure that tertiary institutions increase the percentage of women in their academic recruitment.

show abstract

Section: Qualification and Financial Factorsmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Bridging gender disparities in the teaching profession in tertiary institutions for globalisation

Etejere,

Oluwalola,

Awodiji

et al. 2023

pie

View full text Add to dashboard Cite

show abstract

“…In Asia and developing countries, investments in women's education significantly impact faster economic growth (Altuzarra et al, 2021;Hassan & Cooray, 2015) and children's welfare (Aimua, 2021;Obiageli et al, 2022). Based on Laily's statement, the women contribution is not only limited to reproduction aspects, the growth and education of children will depend heavily on women.…”

Section: Higher Education For Girls Faster Growth For Allmentioning

confidence: 99%

Poverty and Women's Access in Higher Education: Dynamics, Prospects, Shared Choices of Liman-Benawi Women Education

Nugroho,

Anzany,

Fajri

2023

SETARA

View full text Add to dashboard Cite

Family financial factors and the women social construction are obstacles to women's education. Many of the women who dropped out of school were identified because they were unable to build two-way discussions, so negotiations related to education were never accommodated. This study examines and analyses how women negotiate with parents regarding family culture and economy dynamics, prospects for women, and how to shift them into joint decisions. This qualitative study uses a phenomenological approach by conducting observations, interviews, and documentation studies. The results reveal that some young women from low-income families can continue their education to the tertiary level. Their ability to survive and negotiate with parents and other family members can resolve financial problems and patriarchal culture. Parents who initially did not support them, in turn, encouraged their daughters to continue their education with the consequence of having to work because the family's economy could not cover college costs. These findings indicate that so far gender discrimination in women's education, related to finance and culture, still occurs massively in rural community entities, and this requires cooperative efforts and intense communication to find the best solution. Keywords: Poverty, Women's Education, Gender, Liman Benawi Abstrak Faktor keuangan keluarga dan konstruksi sosial perempuan menjadi penghambat pendidikan perempuan. Banyak perempuan yang putus sekolah teridentifikasi karena tidak mampu membangun diskusi dua arah, sehingga negosiasi terkait pendidikan tidak pernah terakomodasi. Penelitian ini bertujuan untuk melihat dan menganalisis bagaimana perempuan bernegosiasi dengan orang tua mengenai dinamika budaya dan ekonomi keluarga, prospek perempuan, dan bagaimana menggesernya menjadi keputusan bersama. Penelitian kualitatif ini menggunakan pendekatan fenomenologi dengan melakukan observasi, wawancara, dan studi dokumentasi. Hasilnya menunjukkan bahwa sebagian remaja putri dari keluarga miskin dapat melanjutkan pendidikan ke jenjang perguruan tinggi. Kemampuan mereka bertahan untuk bernegosiasi dengan orang tua dan anggota keluarga lainnya membuat masalah keuangan dan budaya patriarki dapat teratasi. Orang tua yang awalnya tidak mendukung, pada gilirannya mendorong anak perempuannya untuk melanjutkan pendidikan dengan konsekuensi harus bekerja karena ekonomi keluarga tidak mampu menutupi biaya kuliah. Temuan ini menunjukkan bahwa selama ini diskriminasi gender dalam pendidikan perempuan, terkait keuangan dan budaya, masih terjadi secara masif di entitas masyarakat pedesaan dan hal ini memerlukan upaya kerjasama dan komunikasi yang intens untuk mencari solusi terbaik. Kata kunci: Kemiskinan, Pendidikan Perempuan, Gender, Liman Benawi

show abstract

Gendered impacts of 2022 floods on livelihoods and health vulnerability of rural communities in select Southern states in Nigeria

Ejem,

Ben-Enukora

2023

Preprint

View full text Add to dashboard Cite

Background: Social factors, gender norms and roles as well as biological and physiological differences lead to gender gap in post-disaster vulnerabilities. This emphasizes the need to adopt vulnerability approach in disaster management.Objective:This study investigated the relationship between gender dynamics and the impact of the 2022 floods in Nigeria on the health and livelihoods of men and women in select Southern states.Methodology:The authors adopted a mixed-method approach. Survey was used to gather data from 383 persons affected by the floods; a content analysis was done on secondary data from Flood Rapid Needs Assessment of the selected states; and an in-depth interview was conducted on the flood-affected persons.Results:The norms and roles of female members in their homes and the wider communities exposed them to vulnerabilities during the floods. As a result, more females than males lost their lives, jobs, and sources of livelihood during the floods. The females suffered more health vulnerabilities during and after the floods, were more traumatized, fell more ill as a result of the trauma caused by the flood, and suffered more from poor sanitary conditions after (and as a result of) the floods.Conclusion:It was concluded that inequalities in exposure and sensitivity to risk along with differences in access to resources, opportunities, and capabilities systematically hinder the females and make them more vulnerable to the effects of floods in Nigeria.Contribution:There should be a gendered response to disasters in Nigeria, and disaster planners should address the different needs of men and women, boys and girls.

show abstract

Underscoring the Relationship Between Education for Women and National Development in Nigeria

Cited by 4 publications

References 21 publications

Bridging gender disparities in the teaching profession in tertiary institutions for globalisation

Bridging gender disparities in the teaching profession in tertiary institutions for globalisation

Poverty and Women's Access in Higher Education: Dynamics, Prospects, Shared Choices of Liman-Benawi Women Education

Gendered impacts of 2022 floods on livelihoods and health vulnerability of rural communities in select Southern states in Nigeria

Contact Info

Product

Resources

About