Introduction
Education is a key to socioeconomic and political development of both an individual person and the
society at large. For the individuals, it equips them with new knowledge, skills, capabilities, insight and
confidence to deal with everyday challenges of life. And for the society, it helps in building up the
society through the general contributions of her members.
Strevens (2007) defines education as a system deliberately designed to equip individual with the desired
knowledge, skills and attitudes which will help them live worthy and happy life in the society. Thus,
education impacts positively on both the individuals and the society. Corroborating the above definition,
Ocho (2005) notes that education is generally perceived as a potent instrument for the promotion and
facilitation of national development. Nwankwo (2005) avers that education is the greatest force that can
be used for the promotion of social, economic and political development. Therefore, the ability of man
to use the things around him to improve his life and the society depends on education; type, quality
level and depth of education received (Ocho, 2005). The author further points out that the ability of a
nation to grow, develop and achieve stability under peaceful and cohesive environment depends on the
quality and extent of implementation of its educational system. Education therefore embraces all those
activities and processes which the state employs to transmit her values, knowledge, skills, aptitude and
attitude to her citizens to enable them develop their potentials and contribute their own quota for the
development of the state.
Gender and gender related issues are relatively new areas that are generating interest among
researchers. This has given rise to various definitions of the term, gender. Bryce (2011) defined gender
in its narrowest sense as a socially constructed sex, be it female or male. Bruce and Yearley (2010:2)
seem to agree with Bryce when they noted that gender is commonly used while referring to “the
distinction between females and males on the basis of anatomy”. These views seem to be defective and
narrow as they are restricted to the biological make ups of male and female. Afolabi (2012) introduces a
new insight into the meaning of gender by stating that the term has been variously used to refer to a
collection of the characteristics that are culturally associated with maleness and femaleness. Here
sociocultural dimension has come into consideration. This is an intellectual shift from the narrow
minded definition of gender based on biological features of male and female. Against this background,
Becker (2016) defines gender as a system of social organization with a set of behavioural prescriptions
that are believed to follow from biological sex characteristics.
Definition of terms.
GENDER/ GENDER ISSUES
Gender can be defined as a description of roles, activities and responsibilities assigned to men and
women in a given society, culture, community or time. It also: • Refers to the expectations of people
from some one, because either they are female or male. Men and women are expected to perform the
fixed roles assigned to them by the society. It'ss socially prescribed roles, and behaviours expected from
men and women and in this prescription women assume lower status .It is a learned process and can be
changed
SEXUALITY.
Sexuality is concerned with the ways people experience and expresses themselves as sexual beings. The
evaluations of human sexuality encompass a wide range of social activities and behaviours. In biological
terms, sexuality involves certain degree of sexual intercourse and sexual contacts. A large body of
literature on sexuality has focused the discussions on, the physiological and pathological aspects of
sexual behaviours in adults whilst the subject matter as concern children is not usually given much indepth discussion. Sexuality is not only biological; it is also sociological and philosophical spanning across
cultural, political, and legal, moral, ethical, theological, spiritual or religious considerations.
GENDER ISSUES AND IT'S IMPLICATIONS ON EDUCATION.
Gender and gender related issues are relatively new areas that are generating interest among
researchers. This has given rise to various definitions of the term, gender. Bryce (2011) defined gender
in its narrowest sense as a socially constructed sex, be it female or male. Bruce and Yearley (2010:2)
seem to agree with Bryce when they noted that gender is commonly used while referring to “the
distinction between females and males on the basis of anatomy”. These views seem to be defective and
narrow as they are restricted to the biological make ups of male and female. Afolabi (2012) introduces a
new insight into the meaning of gender by stating that the term has been variously used to refer to a
collection of the characteristics that are culturally associated with maleness and femaleness. Here
sociocultural dimension has come into consideration. This is an intellectual shift from the narrow
minded definition of gender based on biological features of male and female. Against this background,
Becker (2016) defines gender as a system of social organization with a set of behavioural prescriptions
that are believed to follow from biological sex characteristics.
Gender equity research beginning in the 1970s, continuing through the early 1990s consistently
reported series of behaviors that characterized coeducational classrooms in predominantly white middle
class communities (Lockheed, 1984, 1985; Sadker & Sadker, 1982, 1994, Brophy, 1981, Becker, 1981,
Klein, 1985, AAUW, 1992). These behaviors revealed differential treatment of girls and boys in the same
classrooms with the same teacher, experiencing the same curriculum. Categories of analysis included
student-teacher interactions, both teacher and student-initiated, peer interactions, and gender
segregation (Lockheed, 1985). Educational researchers sought to gain insight into coeducational
environments by spending time, observing in classrooms at pre-college grade levels and documenting
teacher-student interactions and peer interactions in classrooms, hallways, cafeterias, and school
grounds. These studies compiled data about the nature of teacher-student, and student-student
interactions, in the classroom and more informal school environments. Field researchers took notes and
made extensive ethnographic reports about the experience of being in these classrooms. The
researchers recorded and coded interactions by gender and interviewed teachers and students. Some
studies used survey data where students’ hobbies, attitudes and preferences were recorded on openended and quantitative surveys. One such study of an independent school in an urban area yielded
valuable data for faculty and administrators about the ways their male and female students were
experiencing school and their lives outside the classroom (Koch, 1996).
When looking at classroom interactions through the lens of gender, we repeatedly see similar
gendered patterns of student-teacher interactions. These are elucidated below in detail. However, the
repetition of these patterns in research studies from the 1970s as well as those documented by the end of
the 1990s reveals the consistent pervasiveness of gender bias in the classroom (Marshall & Reinhartz,
1997). This is because classrooms continue to be microcosms of society mirroring the gender roles that
teachers and students develop through their socialization patterns. Both ingrained in our individual
identity and mediated by social class and ethnicity, gender roles inform much of the behavior we observe
in classrooms. Below are common classroom interactions between teachers and students as they
communicate with each other in formal and informal ways. Instances of gender bias in teacher-student
interactions are often subtle, well intended and not designed to limit opportunities for either gender.
Several researchers have noted, however, that consistent gender biased practices can contribute to
lowered self-esteem for girls in ways that can be remedied by intervention strategies (Sadker & Sadker,
1994, Chapman, 1987).
Changing teachers’ gender stereotyped behavior requires prior knowledge of gender issues in the
classroom. Teachers who participate in gender workshops designed to create an awareness of and an
agenda for gender issues in the classroom tend to promote more equitable classroom settings than do
their peers who have had little or no exposure to the topic. This participation is differentiated from simple
awareness of the role of gender equity in the classroom.
Studies have found that awareness is not sufficient to change behavior since well-intended teacher
behaviors have been ingrained and practiced for so many years that teachers automatically respond in
certain ways to boys and girls (Levine & Orenstein, 1994). Since many teachers have been socialized
over their lifetimes to believe certain stereotypes about genders and have also had the same experiences
as their students, it is difficult to acquire teaching strategies that call these belief systems into question.
Gender research results are often described by attributing behaviors to aggregate groups,
disregarding individual difference within groups (i.e. active girls, silent boys). This trend toward describing
female groups and male groups as a whole, disregarding individual differences, is changing as we
explore differences within groups and understand how race and class mediate gender socialization.
Studies addressing gender issues in the classroom, however, described differences between populations
of girls and boys in the same classroom settings. The results indicated different patterns of classroom
interactions and performance for pre-college boys and girls. These patterns were not random and reflect
differing social and academic expectations and opportunities for male and female students. Many of the
differentiated experiences reflect the ways in which teachers in classrooms reinforce group stereotypes
about student skills and opportunities (AAUW, 1998).
Gender issues in education influences the subject choices students make
Persistent stereotypes around the relative ability of girls and boys in school have a direct impact on the
type of subjects that students pursue. Research shows that ‘when a teacher creates bias in the
classroom, the students will, in turn, accept or create bias in their own literacy experiences.’
As students move into high school, they tend to choose subjects conventionally associated with and
expected of their gender. That’s maths and science for boys – arts and literature for girls. Despite
females and males having similar levels of capabilities in maths and science, the academic choices of
girls don’t often reflect their ability.
A US study on gender stereotypes found that ‘common stereotypes associate high-level intellectual
ability (brilliance, genius) with men more than women.’ These typecasts discourage young girls from
pursuing certain subjects and fields, and eventually influence their career choices. In other words, girls
grow up believing they aren’t good at maths and science.
Careers are shaped by gender issues in education
Gender issues in education leads to female underrepresentation across many sectors worldwide – from
health and aviation to politics. In STEM industries, men far outnumber women. The Australian figures
show, women only make up 27 per cent of the STEM workforce. In the USA, the Association of American
Medical Colleagues points out that women account for just 20 per cent of surgeons, while comparatively
90 per cent of nurses are female. Across 67 countries, women occupy less than one-third of senior and
middle-management positions. And few women have broken the glass ceiling when it comes to politics.
New data shows that women are still less visible in legislatures around the world, making up only 24 per
cent of members of national legislative bodies.
Risks for girls
Girls are more vulnerable to widespread sexual violence and harassment that interferes with their
ability to learn. One out of every five girls says she has been sexually or physically abused; one in four
girls shows signs of depression. The teen birth rate dropped by 17 percent among African Americans
between 1991 and 1996, and by more than 9 percent among non-Hispanic whites. There was no similar
decline in birth rate for Hispanic teens.
Dropout rates
Boys repeat grades and drop out of school at a higher rate than girls. However, girls who repeat
a grade are more likely to drop out than boys who are held back. Not only is being held back more
harmful to girls, so is dropping out. Girls who drop out are less likely to return and complete school (p.6)
and are also correlated strongly with lower income families and higher rates of pregnancy. Dropout rates
are especially high among Hispanic girls. In 1995, 30% of Hispanic females age 16-24 had dropped out of
school and not yet passed a high school equivalency test. In contrast dropout rates for white students and
black males have remained stable. Dropout rates for Hispanic males and black females have declined
(p.6).
Risks for boys
Boys are more likely than girls to be labeled problems in need of assistance, to fail a course, or to
repeat a grade. Boys are more likely to be identified for special education programs and are more likely
than girls to be labeled for their entire school career. Boys are more likely to gain social status through
disruptive classroom behavior which leads to school failure. Boys are more likely than girls to engage in
high risk behavior experimenting with drugs and alcohol and they are more prone to accidents caused by
violence. In school, boys’ misbehavior is more frequently punished than is girls’ More than seventy
percent of school suspensions are boys.
Sports and physical activity
Girls are twice as likely to be inactive as boys and male high school graduates are more likely
than females to have taken at least one year of physical education. Research links physical activity for
girls to higher self-esteem, better body image, and lifelong health. Classroom teachers are encouraged to
recognize the importance of encouraging girls and boys to participate in organized physical activity.
Boys outnumber girls in team sports, while girls outnumber boys in performing arts, school
government, and literary activities. Poverty is the largest barrier to participation in sports or extracurricular
activities, which are linked to better school performance.
Gender inequality.
Gender Inequality in education is a persistent problem within the Indian society,
especially for the girls, belonging to economically weaker sections of the society. Gender
inequalities are important in various dimensions, these include, education, health, employment or
pay (Klasen, & Lamanna, 2008). During the past several decades, there have been progressions
made in the achievement of universal enrolment of students in schools. Furthermore, there have
been enactment of policies and procedures to address gender inequality in education. However,
in the present existence too, there have been education gaps. The major factors that contribute to
education gaps are, socio-economic factors, accessibility to learning materials and resources,
time devoted towards formal learning activities and the cultural viewpoints and perspectives
among individuals and communities regarding the education of girls (White, Ruther, & Kahn,
2016). In usually rural communities, there has been prevalence of the viewpoint among
individuals that girls are meant to carry out the household chores and school education is not
meant for them. They have to eventually get married and in their marital homes, they would not
have any opportunities to make use of their educational skills, but carry out the household
responsibilities. But these perspectives are changing and girls too are encouraged towards
acquisition of education.
SEXUALITY AND IT'S IMPLICATIONS ON EDUCATION.
Sexuality education is a lifetime process of learning and forming attitudes, ideas, and values regarding
sexuality and family life that takes place throughout one's life in the community, family and school
settings. This is also known as sex education or family life education which is designed to meet some of
these objectives such as to improve health-seeking behaviours, delaying debut, decreasing the possible
numbers of sexual partners, increasing condom usage, promote abstinence, reduce risky behaviours and
greater awareness of sex among the students.The scope of it covers from relationships, sexual violence
prevention, body image, gender identity and sexual orientation,sexual development to reproductive
health, interpersonal relationships to love and intimacy to body image and gender roles.(Strasburger&
Brown, 2014). The sexual behaviour of young people in Nigeria is drastically dissimilar than it was in
previous generations due to the impacts of modernity brought about by industry, education, exposure
and immigration of many diverse cultures that were previously unknown in Nigeria and invigorated by
the emergence of new technologies. The consequences of this are that young people are more
susceptible to problems relating to sexual and reproductive health.
According to recent studies, Nigerian youths are more susceptible to antisocial behaviours, such as
unsafe sexual practises, than their peers in other parts of the world (Odimegwu&Somefun, 2017).It is
the appraisal of a student's aptitude in a number of academic areas and disciplines that is referred to as
academic performance. In order to assess the progress of pupils in their classes, teachers and education
authorities often look at factors such as classroom performance, graduation rates, and outcomes of
standardised tests (Arshad et al., 2015). No consensus has been reached on how academic achievement
should be evaluated or on which components are the most important: procedural knowledge such as
skills or declarative knowledge such as facts. Beyond the absence of solid data on whether individual
attributes are efficient predictors of academic performance, other elements such as examination anxiety,
one's environment, motivation, and emotions must be taken into account when building models of
school success. Schools are reimbursed based on the academic results of their pupils, which is
determined by a formula. It is more likely that a school with greater academic accomplishments will be
awarded more funding than a school with lesser academic achievements.
Education in the field of sexuality is essential. Nigeria is now in the midst of establishing a new national
policy on sexual and reproductive health education, which is still in its early stages of development as
part of efforts to improve the reproductive health of young people across the globe, especially in poor
countries. The provision of comprehensive sexuality education is successful in promoting essential youth
reproductive health (YRH) behaviours in a range of settings in both developed and developing
nations.Providing comprehensive school-based sexuality education has had a positive impact on
essential behaviours such as postponing sexual beginning and lowering the number of sexual partners
among teenagers who are sexually active in a variety of contexts. The ability to achieve long-term
success will be vital if we are to successfully address the concerns of parents, teachers, and other
members of the greater community in the introduction of Sexuality Education. But, despite these
challenges, even conservative countries have made significant progress towards the integration of highquality sexuality education into their educational systems.
Adequate information through a good sexuality education programme induces responsibility in the
expression of one’s sex life and responsibility in social relationships. Again, adequate knowledge of an
individual’s sexuality enhance positive self-esteem and helps in the building of social skills which help in
the equitable determination of one’sgender and therefore control of one’s reproduction. An individual
with a sound education on sexuality is more likely to impact positively to lives as he is alive to his
responsibilities of reducing the occurrence and spread of sexually transmitted diseases. A proper
sexuality education ensures that the brain is tuned in such a way that it can exert self- control when they
have the urge for sex; they need proper education to forestall any hasty action that may lead to regret.
This is also supported by Giddens (2001) who also emphasized the need to regulate human sexual
behaviour for the promotion of a healthy living and positive interpersonal relationship. The place of the
individual will in the sorting out and control of sexual urge cannot be down played. It is improper to
always present sex as an uncontrollable feeling.
The development of right attitudes about sexuality is necessary for effective control of emotions.
Furthermore, making choice about indulging in sex should be a conscious and deliberate decision with
full awareness of its implications.
CONCLUSION.
Despite the fact that education is a key factor in socioeconomic development of nations, there is a
perceived gender inequality in education in Nigeria. This inequality cuts across all the socio-political
zones in Nigeria, though in varying degrees. It places women at some levels of disadvantage in
socioeconomic life in Nigeria. It also has some implications for socioeconomic development of Nigeria in
general. To mention just but a few,
It decreases human capital development.
It leads to shortage of workforce.
It leads to wastage of economic potentials of women.
It impoverishes women and makes them economically dependent on men.
It reduces economic growth of the country generally
Teachers of sexuality education should try and find out what children know (information they have)
about their sexuality. This is very important because adolescents know only half truths for those who
know anything about their sexuality at all. A study carried out by Hake (1972) showed that the Hausa’s
in Northern Nigeria have a very unfavorable attitude towards sexuality education. He found that
sexuality education was non-existent in Northern Nigeria and its teaching was considered as sin. And
adolescent boys were hardly given any information on the change taking place in their bodies. Jubasz
(1976) found that students had inadequate knowledge about sex. Adolescents need to be told all they
need to know about puberty. Information about all what they should expect as adolescents should be
given them in plain clear language. This should include information about the different changes that
occur in the bodies and personal hygiene.
References.
Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.2 No.3
September 2020; pg. 257 – 266ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online).
African Journal of Social Sciences ISSN 2045-8452 (Print)Volume 1 Number 2 (2011), pp.11- 19
ww.sachajournals.com
https://www.researchgate.net/publication/359625571