Gender Disparity Of The Population Of Students In Tertiary Institutions In Nigeria

INTRODUCTION

1.1 Background of the study

Gender disparity in education has been a significant issue globally, reflecting broader societal inequalities and affecting economic and social development. Education is universally acknowledged as a fundamental human right and a critical driver of sustainable development (UNESCO, 2015). However, access to and participation in educational opportunities, particularly at the tertiary level, often reveal disparities that are rooted in gender-based inequalities. These disparities are influenced by various socio-cultural, economic, and institutional factors that limit the educational advancement of one gender—most often females—in many societies (World Bank, 2021). The Global Education Monitoring Report (2022) highlights that while significant progress has been made in achieving gender parity in primary and secondary education, tertiary education remains a domain where gaps persist in many developing regions, including Sub-Saharan Africa.

In Sub-Saharan Africa, socio-economic barriers such as poverty, early marriage, and cultural norms contribute significantly to gender disparities in higher education enrollment. Studies by Tembon and Fort (2008) underscore that traditional gender roles, particularly in patriarchal societies, often prioritize the education of male children over females. Such practices reinforce the underrepresentation of women in tertiary institutions, subsequently limiting their contributions to national development. Moreover, educational policies and systemic challenges, such as inadequate funding and gender-insensitive curricula, further perpetuate these disparities in many African countries (UNESCO, 2020).

In the Nigeria, gender disparity in tertiary education is a reflection of broader societal issues, including economic inequality, cultural norms, and policy gaps. Nigeria, as Africa’s most populous country, faces unique challenges in ensuring equitable access to education at all levels. The National Bureau of Statistics (2022) reports that while there has been a gradual increase in female enrollment in tertiary institutions, significant disparities persist. The northern regions, in particular, are plagued by deep-rooted cultural norms and practices, such as early marriage and limited parental support for girls’ education, which exacerbate the gender gap (EFA Global Monitoring Report, 2019).

Furthermore, the geographical and socio-economic divide in Nigeria influences the distribution of educational opportunities, with rural areas lagging far behind urban centers. The gender disparity is more pronounced in disciplines traditionally dominated by males, such as engineering and technology, further restricting women’s access to high-income career paths (Aina, 2019). According to Akinrinade & Osoba, (2020), efforts to address these disparities, including scholarship programs and gender-sensitive educational policies, have yielded mixed results, often hindered by inconsistent implementation and lack of awareness.

1.2 Statement of the Problem

Gender disparity in tertiary education remains a pressing issue in many parts of the world, and Nigeria is no exception. Despite global and national commitments to gender equality in education, women and girls in Nigeria continue to face significant barriers to accessing and completing higher education. This disparity in enrollment and graduation rates between male and female students at the tertiary level undermines the potential of a large segment of the population, limiting their opportunities for personal and professional development. While there has been some progress in bridging the gender gap at primary and secondary levels, tertiary education remains disproportionately male-dominated, particularly in certain disciplines and regions.

In Nigeria, various socio-cultural, economic, and institutional factors contribute to the underrepresentation of women in higher education. Cultural beliefs that prioritize male education, early marriage, and the economic burdens of families often place female students at a disadvantage in their pursuit of higher learning. Additionally, the lack of gender-sensitive policies, infrastructural challenges, and regional disparities further exacerbate the inequality. For example, the northern regions of Nigeria, which have a higher proportion of rural communities, exhibit a more significant gender gap in tertiary education, where cultural and religious factors limit female participation in education. These barriers hinder the country’s overall progress in achieving gender parity in education, which is essential for both socio-economic development and the advancement of women’s rights.

1.3  Objectives of the Study

The main purpose of this study is to critically examines gender disparity of the population of students in tertiary institutions in Nigeria. Specifically, the study will;

1. To assess the current gender distribution of students in four selected tertiary institutions in Lagos State, Nigeria.
2. To examine the factors contributing to gender disparity in student enrollment in four selected tertiary institutions in Lagos State, Nigeria.
3. To analyze the implication of gender disparity in tertiary institution on national development.
4. To recommend strategies for reducing gender disparity among male and female students in four selected tertiary institutions in Lagos State, Nigeria.

1.4 RESEARCH QUESTION

The study will be guided by the following questions;

1. What is the current gender distribution of students in four selected tertiary institutions in Lagos State, Nigeria?
2. What are the factors contributing to gender disparity in student enrollment in four selected tertiary institutions in Lagos State, Nigeria?
3. What are the implication of gender disparity in tertiary institution on national development?
4. What are strategies for reducing gender disparity among male and female students in four selected tertiary institutions in Lagos State, Nigeria?

1.5 Research Hypothesis

Ho: There is no significant gender disparity among the population of students in tertiary institutions in Nigeria.

Ha: There is a significant gender disparity among the population of students in tertiary institutions in Nigeria.

1.6 Significance of the Study

The findings will contribute significantly to academia, policymakers, educational institutions, and society at large, offering practical solutions to bridge the gender gap in tertiary education.

The study will benefit policymakers by providing evidence-based recommendations for designing and implementing gender-sensitive policies that promote equitable access to tertiary education. These insights will guide the development of targeted interventions such as scholarships, mentorship programs, and awareness campaigns that address the socio-cultural and economic barriers affecting female participation in higher education.

Educational institutions will also benefit from the study, as it will offer strategies to create a more inclusive learning environment that encourages gender balance. Universities and colleges will gain a better understanding of the systemic issues contributing to gender disparities and can adopt measures such as revising admission criteria, establishing support programs for female students, and promoting women in traditionally male-dominated fields.

The study will be of immense value to non-governmental organizations (NGOs) and development agencies working on educational empowerment and gender equality in Nigeria. It will provide a framework for advocacy campaigns aimed at reducing gender-based educational disparities and for mobilizing resources to support female education.

For students and future researchers, the study will serve as a foundational reference, enriching the body of knowledge on gender disparity in education. It will inspire further research into gender dynamics in education, particularly at the tertiary level, and encourage a deeper understanding of the social and economic implications of gender inequality in higher learning………