Abstract
This paper examines gender inequality in education in Ekiti State, Nigeria, using feminist and critical theories as frameworks. Gender inequality, driven by societal norms and power dynamics, appears in areas such as access, curriculum bias, and socio-cultural expectations. The study identifies key causes, measures, and impacts of this disparity on individuals and communities through a literature review and theoretical analysis. Feminist theory highlights patriarchal structures, gender socialization, and cultural norms, while critical theory examines institutional processes and power dynamics. Both theories stress the need for policy reforms, challenging norms, and promoting inclusivity to address gender disparities. The analysis underscores the complex interplay of institutional, cultural, and socioeconomic factors, necessitating comprehensive interventions. Despite challenges like limited resources and entrenched beliefs, collaboration among policymakers, educators, and communities is essential. Integrating feminist and critical perspectives can foster equitable learning environments, essential for social justice, community prosperity, and sustainable development.
Published Version
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