Patriarchy and Gender Inequality in Education in Anambra State, Nigeria: A Sociological Underpinning

Abstract

From studies it is clear that what kept women where they are today are nothing but patriarchy. Patriarchy is the major obstacle to women’s economic advancement and development. Despite differences in levels of domination the broad principles remain the same, i.e. men are in control. The nature of this control may differ but women are always at the receiving end. This write-up presents a comprehensive review of the progress in equal education for females in Nigeria especially in Anambra State. The Nigerian society is patriarchal in nature which is a major feature of a traditional society. It is a structure of a set of social relations with material base which enables men to dominate women. Women are therefore discriminated upon from, in most cases, acquiring formal education, mistreated and perpetually kept as house help; the average Nigerian woman is seen as an available object for prostitution, forced marriage, street hawking, instrument of wide-range trafficking and a misfit in the society. In Nigeria, it is observed that the womanhood is reduced to a mere infidel and a second-class citizen; hence, there is the commonality of general belief system that the best place for women is in the ‘Kitchen’. This paper attempts to examine the conceptual and material bases of patriarchy and gender inequality in Anambra State, identifies dimensions of gender inequality and discrimination, and discusses socio-cultural and political factors leading to discrimination. The paper submits that all forms of inhuman discrimination and gender inequality must be challenged and opines for a deliberate, sensitive, consistent and systematic approach of gender relations this should include gender mainstreaming in all aspects of life. It was found that lack of mentoring, poor remuneration, women’s lack of interest in academia, family responsibilities, the lengthy period of training, and the ideology that women should have low career aspirations due to traditional roles ascribed to them, accounted for the observed disparity in education. The implication of this disparity on the academic development of women is the general reduction in their research output and the perpetuation of their low status in academia. The study concluded that appropriate institutional adjustments and affirmation action programmes are necessary to meet women’s demands of equality and improve retention. Keywords: gender, inequality, patriarchy, gender Relations, gender discrimination, cultural norms DOI: 10.7176/RHSS/11-6-06 Publication date: March 31 st 2021