EFFECT OF GENDER DISCRIMINATION ON GIRL CHILD EDUCATION IN ABRAKA, ETHIOPE EAST LOCAL GOVERNMENT AREA OF DELTA STATE
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EFFECT OF
GENDER DISCRIMINATION ON GIRL CHILD EDUCATION IN ABRAKA, ETHIOPE EAST LOCAL
GOVERNMENT AREA OF DELTA STATE
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education is
an important foundation to improve the status of women and has been recognized
as a potent and dynamic instrument for national development and social
transformation. In every civilized society and especially in the African
context, children are regarded as the pride of parents and the greatest value
the society possesses. This is why children are mostly cherished and
consciously protected from all forms of hazards and abuse. According to Obanya
(2007) the girl-child educational attainment is low as records have shown that
fewer girls go to school than boys. Offorma, (2009) noted that this is because
the girl-children have not been so lucky to be cherished, protected and loved
in Nigerian society due to certain traditional practices, stereotyping,
cultural and religious beliefs which put them at the risk of abuse and neglect.
Gender
inequality, discrimination and violence are anathema to human existence,
healthy relationships and development. The issue of discrimination against the
girl-child has remained an unresolved issue and a major concern in the academic
discourse. Igube, (2004) and Asare (2009) noted that the general inferior
economic, social and political status of the girl-child while recent studies
are also showing the state of her existence from the formative-infancy stage
through youth to the adult stage. More so, gender discrimination against the
girl child education is contrary to fundamental human rights, equity, natural
justice and good governance.
Section 42
of the constitution of the Federal Republic of Nigeria, 1999 provides for
freedom from discrimination on the grounds of ethnic group, origin, gender,
religion, circumstances of birth, disability or political opinion.
Unfortunately, gender discrimination on girl child’s education permeates every
facet and this comes in several forms Nigerian society including Abraka
community. Abraka is one of the 25 Urhobo kingdoms located in Ethiope East
Local Government Delta state, Nigeria. It has five different villages namely;
Oria, Urhuagbesa, Umeghe, Oteri and Otorho- Avwraka. Meanwhile, Abraka is
mostly known as a university town and has three campuses situated there. Abraka
town is a favorite destination for domestic and international tourists.
Forms of gender
discriminatory practices and violence against girl child’s education in Abraka
geographical location includes; female genital mutilation, child marriage,
ritualistic widowhood practices, nutritional taboos, cult prostitution,
domestic violence and sexual freedom for husbands. Possible factors that
predispose the situation are; traditional land tenure systems and patterns of
inheritance, lack of access to credit, family preference for sons, lack of
participation in public decision-making, discrimination in housing and
employment, religious practices as well as incidence of rape, battery,
trafficking in girl child and induced prostitution.
Fisho-Orideji,
(2001) affirmed that the girl-child problem around the world has many
dimensions but the root of all kinds of discriminations and bias against the
girl child lies in the customs, traditions and typical mindset of the society
which considers the girl child and women as inferior beings. Women and girls
have been treated in the most inhuman ways from the inception of human
civilization. Whereas, Igube, (2004) believes that the legacy of injustice
against the girl child has continued in some parts of the world especially in
African and Asian countries where there is frequent female feticide, female
infanticide, sexual abuse, marginalization in terms of nutrition, health care
and education challenge for the girl child. There would therefore be no gain
saying that violence against women and bias against women in all spheres of
life including; social, political, economic and religious sphere is a common
norm in today’s world (Alabi & Alabi, 2012).
Guttman,
(2009) noted that the effect on gender discrimination of the girl child’s
education remains that, half of the total sexual assaults in the world are
committed against girl children just as Fisho-Orideji, (2001) stated that, one
of the leading causes of death among girl children is the complication from
pregnancy and child bearing. Thus, improving basic education, especially female
education, has a powerful influence on both mortality and fertility in Nigeria.
This study therefore seeks to examine the effect of gender discrimination on
girl-child education in Abraka Ethiope East LGA of Delta State
Statement of
Problem
Education is
light and this light is indispensable especially in this fast changing world.
Education is said to be the only way a third world country like Nigeria can
become developed. Education is very essential in today’s society and the girl
child must be educated in order to have a bright future. Part of the
fundamental human rights of a child is the right to education. There are many
factors that militate against the girl-child education.
In some
Nigerian societies; they believe that it is an abomination to educate a female.
Their beliefs are that women are supposed to be good cooks and mothers. Hence,
education of the girl child is seen as a threat to male chauvinism. Some men
believe that once the girl child is educated, she will be difficult to control
and she could become loose, immoral and promiscuous. Consequently, the society
in most cases sees the girl-child as a second fiddle; as a result, little or no
effort is made towards her education especially when the parents are made to
make a choice between educating the male-child and the girl-child.
Most of the
common discrimination that appear to threaten the female gender include: The belief that men are stronger than women,
the belief that education of women is a waste of resources, the belief that men
are the bread winners, the belief that the male child will be a support for
parents in the old age, the belief is that the gild child will eventually marry
and ‘come under’ their husbands hence they are treated as inferior.
Furthermore, to perpetuate the superiority of the male child over the
girl-child, the girl-child is trained to put herself below her male siblings.
In some homes, in order to make up for the financial inadequacy of the family,
the girl-child is sent out to hawk in order to raise money for the family
needs. In some cases, the girl-child may be given off for domestic labour in
urban area for a regular income to the family (Ezeliora and Ezeokana, 2011).
These
traditional practices/beliefs impose a lot of restrictions on the female gender
education. It is regrettable that despite our progress as a society there is
still an underestimation of the value of the girl-child. The psychological
effect of gender discrimination and socio-cultural beliefs on the girl-child is
the internalization of the low value accorded them by society. Hence, this
study therefore seeks to ascertain the effects of gender discrimination on girl
child education in Abraka, Ethiope East Local Government area of Delta State.
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;
i. To find
out the level of awareness on gender discrimination with regards to the girl
child education in Abraka, Ethiope East LGA
ii. to
examine if there is any significant relationship between the societal beliefs
and the girl child education in Abraka, Ethiope East LGA
iii. To
examine the factors affecting the girl child’s participation in education in
Abraka, Ethiope East LGA
iv. To
evaluate the effect of gender discrimination of the girl child on societal
development in Abraka, Ethiope East LGA
Research
Questions
For the
purpose of this study, the following research questions have been generated;
i. What is
the level of awareness on gender discrimination of the girl child education in
Abraka, Ethiope East LGA?
ii. To what
extent do societal beliefs affect the girl child’s education in Abraka, Ethiope
East LGA?
iii. What
are the factors affecting the girl child’s participation in education in
Abraka, Ethiope East LGA?
iv. What
effect does gender discrimination of the girl child have on the societal
development in Abraka Ethiope East LGA?
Significance
of the Study
In view of
the apparent danger of gender-role discrimination and socio-cultural beliefs
that work against the female gender education there is great need to address
the problem through the research outcome from this study. It will help to
educate the public to shed off negative attitude against female gender
education while helping the society to create and reinforce gender stereotypes
and give way to a new mind-set and a change in attitude in both male and
females.
The findings
of the study would be helpful to the school management in assessing the
enrolment of the girl child into the school, punctuality of the girl child and
the monitoring of the girl child’s performance so as to encourage subsequent
increase in the rate of the girl child’s attendance to school. Furthermore, the
study would help parents, government, policy makers, international
organizations and NGOs to boost female education.
Scope of the
Study
This study
is focused on examining the effect of gender discrimination on girl child
education in Abraka, Ethiope East Local Government Area of Delta State. The
study is delimited to public and private primary school teachers in Abraka,
Ethiope East LGA of Delta State. These categories of respondents were chosen
because the primary school is the starting point of education and if a girl
child does not acquire the basic education in this sector, she will not be able
to proceed into the secondary school sector. The study will also be delimited
to selected schools in Ethiope East Local Government Area. The use of
questionnaire was used in gathering data from the respondents as well as
frequency counts and percentages was used for analyzing the data generated.
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