Gender Stereotypes As Determinant Factors On Education Of The Girl Child In Ogoja Education Zone Of Cross River State

Abstract

The purpose of this study was to look at gender stereotypes as determinants factors of female child education in the Ogoja Education Zone of Cross River State. Three research questions were posed, which were translated into three hypotheses. A literature review was conducted depending on the variables being studied. A survey-based research design was used. A sample of female staff members from ten (10) public secondary schools in the education zone were chosen using a simple random selection technique. A 15 items structured questionnaire was   designed for data collection. The reliability index of the instrument ranges from alpha coefficients of 0.64 (for societal factors), 0.73 (for socio-cultural factors); and 0.75 (for the religious factors) was calculated. The data was analysed using the Independent t-test statistical method to evaluate the hypotheses at the 0.05 level of significance. The findings demonstrated that socio-cultural, religious, and societal factors had a substantial impact on the education of girl children in the research area. Based on these findings, it was urged, among other things, that some societies avoid giving preferential treatment to male children; that the government educate parents on the significance of education for both boys and girls; and that a campaign be launched against early marriage.