ANALYSIS OF GENDER DISPARITIES IN ENROLLMENT AND PERFORMANCE IN TECHNICAL PROGRAM

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ANALYSIS OF GENDER DISPARITIES IN ENROLLMENT AND PERFORMANCE IN TECHNICAL PROGRAM

CHAPTER ONE:

INTRODUCTION

1.1 Background of the Study

In recent years, the field of technology has become a pivotal driver of global economic growth and innovation. However, despite efforts to promote inclusivity, gender disparities persist in technical education and the workforce. Understanding the factors contributing to gender imbalances in enrollment and academic performance within technical programs is crucial for fostering equality and maximizing the potential of diverse talent.

In spite of the general commitment to the principle of non – discrimination as enshrined in section two of the 1999 Constitution of the Federal Republic of Nigeria, males and females are not given equal opportunities to advance socially, physically, educationally, politically and economically. Evidences abound that several negative aspects of gender relations, such as gender-based divisions of labour, disparities between males and females access to power and resources, gender biases in rights and entitlements, remain pervasive in Nigeria (National Gender Policy, 2006). The fact however remains that girl’s education in colonial West Africa did not make rapid progress as that of the boys. According to UNICEF (2011) the gap between the male and female literacy rates is not just about men and women and the educational opportunities provided for them, but it is also a statement about the society’s development, and its capacity and willingness to provide such opportunities. In Nigeria today, the Federal Government has stipulated in the National Policy on Education that every Nigerian child (male and female) shall have right to equal educational opportunities irrespective of any real or imagined disabilities, distinctions or dichotomies such as gender, ethnic group, religion or social status (Federal Republic of Nigeria (FRN, 2013). It is unfortunate that despite all the appreciable efforts of the government to achieve equalization of educational opportunities (educational parity), there still exist noticeable disparities in educational attainment in terms of gender in technical education in tertiary institutions in Rivers State. This is a current educational issue of no mean order. Gender issues have long been identified as one of the most pressing hindrances in the Nigerian Education System and the world at large. This is more amplified and recurring in technical education. However, the National Policy on Education (FRN, 2013) gives an equal opportunity document which is devoid of gender bias specifically in technical and vocational courses for skill development. Dokubo, (2010) also indicates that the goals of technical and vocational education are oriented towards producing skilled manpower and no distinction is made between the sexes in skills acquisition. Technical Education is a training geared towards the development of the individual both mentally, physically, technically and emotional. It is an education that involves both males and females, hence gender unbiased. Consequently, Technical and Vocational Education (TVE) is used as a comprehensive term referring to those aspects of the educational process involving in addition to general education, the study of technologies, related sciences, and the acquisition of practical skills, attitudes understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO, 2002). According to Ibeneme (2007), Nigeria does not seem to accord technical and vocational education (TVE) the attention it deserves. Surprisingly, gender disparity in technical education in Nigeria has been an issue of serious concern to educators, women themselves and other stakeholders. Gender disparity in technical education in Nigeria has been an issue of serious concern to educators, women themselves and other stakeholders. Usoro, Usoro, Ibritam and Udofia (2009) identified causes of gender disparity in the Nigerian technical colleges to include: sex factor, parental interest, teachers, government and nature of technical education, female preference for some subjects and not others, traditional prejudice against education of women in Nigeria and Africa. In Ghana, Swaziland, Zambia and other African nations, males dominate over female counterparts in secondary and tertiary institutions in technical related courses as reported by Wheldon and Smith cited in Hogan, Akpan and Udeme (2013). Causes cited include; sex factor, discrimination in admissions process, nature of technical education subjects and females’ subject preference.

The effect of educational disparity among male and female in technical education is glaring because despite the introduction of the Universal Basic Education in 2000, the female gender is still lagging behind in education generally but especially in technical education and this has much implication in the social-economic status of the females in the nation. If drastic measures are not taken, tomorrows’ education in Nigeria may be all male affairs as the females dominate the markets, the farms and the homes to make more babies and increase poverty in the land. According to The National Population Census (2006), figures shows that Nigeria as a country have a sex composition that is almost fifty fifty (50:50) for males and females, but the country’s’ educational pendulum bob swings to the male gender. According to Foluke (2010), these inequalities have condemned thousands of children to a life without quality education, to a life of missed opportunities and aborted dreams. Foluke suggested that, to eliminate gender disparity and reduce the gender gap in education, there is the need for a change in people’s mindsets especially among the female counterpart, an education system and structures that will take care of the constraints bedeviling it.

1.2 Statement of the Problem

Gender disparities in technical education have been a subject of concern, with evidence suggesting variations in enrollment rates and academic achievements between male and female students. This study seeks to investigate the extent and nature of these disparities, shedding light on potential factors that contribute to the observed differences.

1.3 Purpose of the Study

The primary aim of this research is to conduct a comprehensive analysis of gender disparities in enrollment and performance in technical programs. By identifying the challenges faced by male and female students, the study intends to provide insights that can inform policies and interventions aimed at fostering a more inclusive and equitable learning environment.

1.4 Research Questions

To achieve the objectives of this study, the following research questions will guide the investigation:

What is the current enrollment distribution of male and female students in technical programs?

Are there significant differences in academic performance between male and female students in technical programs?

What factors contribute to gender disparities in enrollment and performance in technical education?

1.5 Objectives of the Study

The specific objectives of this research are as follows:

To assess the gender distribution in enrollment across various technical programs.

To analyze and compare the academic performance of male and female students in technical courses.

To identify and examine the factors influencing gender disparities in technical education.

1.6 Significance of the Study

This study is significant as it contributes to the ongoing discourse on gender equality in technical education. Findings from this research can inform educational policies, curriculum development, and interventions aimed at promoting diversity and inclusivity in technical programs.

1.7 Scope and Limitations

The study focuses on [Specify the region, institution, or specific technical programs] and may not be representative of broader global trends. Limitations may include constraints in data availability and the generalizability of findings.

1.8 Organization of the Study

This research is organized into [specify the number of chapters or sections], each addressing a specific aspect of the analysis. Chapter Two provides a review of relevant literature, while Chapter Three outlines the research methodology. Subsequent chapters present the findings, discussion, and conclusion of the study.

In summary, this chapter sets the stage for the research, establishing the context, rationale, and scope of the investigation into gender disparities in enrollment and performance in technical programs.

Chapter Two:

Literature Review

2.1 Introduction

This chapter reviews existing literature related to gender disparities in enrollment and performance in technical programs. The literature encompasses studies, research articles, and theoretical frameworks that contribute to understanding the multifaceted factors influencing gender imbalances in technical education.

2.2 Historical Overview of Gender Disparities in Technical Education

Historically, technical education has been marked by significant gender disparities, reflecting societal norms, expectations, and limitations imposed on individuals based on gender roles. The roots of gender disparities in technical fields can be traced back to different historical periods, each characterized by distinctive societal attitudes and beliefs regarding the appropriateness of certain professions for men and women.

During the early stages of industrialization, technical education became closely associated with the emerging fields of engineering, manufacturing, and technology. The prevailing societal norms of the time reinforced the perception that certain professions were more suitable for men, while others were deemed more appropriate for women. This division led to the exclusion of women from technical education and the associated career paths.

World War II marked a turning point as women actively contributed to technical fields due to the shortage of male workers. Women took on roles in manufacturing, aviation, and other technical sectors, showcasing their competence and capabilities. However, despite their contributions, the post-war period saw a reversion to traditional gender roles, with women encouraged to return to more “conventional” occupations.

The Women’s Liberation Movement of the 1960s and 1970s brought attention to gender disparities in various spheres, including education and the workforce. Advocacy for equal opportunities and breaking gender stereotypes gained momentum. This era saw the introduction of policies and legislative measures aimed at reducing gender-based discrimination in education, including technical education.

Despite policy interventions, gender stereotypes persisted in the late 20th century, influencing societal perceptions of suitable career choices for men and women. The prevailing narrative often discouraged women from pursuing technical education, contributing to a persistent gender gap in enrollment and representation in technical fields.

In the late 20th century and continuing into the present, there has been a gradual shift towards recognizing and addressing gender disparities in technical education. Efforts to promote inclusivity, challenge stereotypes, and create a more supportive environment for women in technical fields have gained traction. However, challenges such as implicit bias, lack of role models, and institutional barriers continue to impede progress.

The 21st century has witnessed rapid technological advancements, transforming the landscape of technical education. While opportunities have expanded, gender disparities persist. The evolving nature of work in technical fields necessitates a reevaluation of traditional gender norms to ensure equitable participation and representation.

In summary, the historical overview reveals a complex interplay of societal norms, policy changes, advocacy efforts, and persisting stereotypes that have shaped gender disparities in technical education. Understanding this historical context is essential for unraveling the deep-rooted challenges and crafting effective strategies to promote gender equity in technical fields. The subsequent sections of the literature review will delve into theoretical frameworks and contemporary perspectives on gender disparities in technical education.

The historical context of gender disparities in technical education is explored, examining how societal norms and educational policies have shaped access and opportunities for individuals based on gender. This section delves into the evolution of gender roles and expectations in technical fields and the implications for enrollment and performance.

2.3 Theoretical Frameworks

Various theoretical frameworks are examined to provide a conceptual basis for understanding gender disparities in technical education. The Social Cognitive Career Theory, Gender Schema Theory, and Intersectionality Theory are among the frameworks considered, shedding light on the intricate interplay of societal, cognitive, and individual factors affecting gender imbalances.

2.4 Factors Influencing Gender Disparities

The gender disparities observed in technical education are multifaceted, influenced by a complex interplay of societal, cultural, institutional, and individual factors. This section provides a critical analysis of the key factors contributing to gender imbalances in enrollment and performance in technical programs.

Societal stereotypes and cultural expectations play a pivotal role in shaping individuals’ perceptions of gender roles and suitable career choices. Prevailing norms often associate technical fields with masculinity, perpetuating the belief that certain professions are inherently more appropriate for men. The reinforcement of these stereotypes discourages women from considering technical education, contributing to the underrepresentation of women in these fields.

The absence of visible female role models in technical fields can perpetuate stereotypes and limit the aspirations of young women. Without relatable figures who have succeeded in technical careers, aspiring female students may struggle to envision themselves pursuing similar paths. The scarcity of female role models can influence the perception that technical fields are not viable or welcoming options for women.

The educational environment, including curricula and teaching materials, may exhibit biases that contribute to gender disparities. A curriculum that unintentionally or implicitly reinforces gender stereotypes may deter female students from pursuing technical subjects. Additionally, the lack of representation of women’s contributions in technical history and literature may further marginalize female students.

Peer influence and social dynamics within educational settings can significantly impact students’ choices. Gendered expectations and peer pressure may lead female students to conform to traditional gender norms, steering them away from technical programs. The influence of peer groups on the perception of technical subjects as gender-specific can contribute to the perpetuation of disparities.

Family and parental expectations often play a crucial role in shaping individuals’ career choices. Deep-rooted beliefs about gender roles within the family may influence parents’ guidance and expectations for their children. Gendered expectations from families may steer girls toward non-technical fields and boys toward technical pursuits, contributing to the disparities observed in enrollment.

Institutional biases and discriminatory practices within educational institutions can create barriers for female students. Biased admission processes, discriminatory grading practices, and limited resources allocated to support female students in technical programs can hinder their academic success. The perpetuation of institutional biases contributes to the overall gender disparities in technical education.

Perceptions of future employment prospects and economic considerations may influence students’ decisions when choosing educational paths. If certain technical fields are perceived as less accommodating or rewarding for women, it can impact their willingness to pursue such careers. Concerns about workplace discrimination and limited opportunities may contribute to gender imbalances in technical enrollment.

Media representation plays a significant role in shaping public perception and influencing individuals’ career choices. If media portrayals predominantly depict men in technical roles and reinforce traditional gender norms, it can contribute to the marginalization of women in technical fields. Misrepresentations in the media can perpetuate stereotypes and discourage women from pursuing technical education.

In summary, the factors influencing gender disparities in technical education are deeply ingrained in societal, cultural, and institutional contexts. Addressing these factors requires a multifaceted approach that challenges stereotypes, promotes inclusivity, and provides supportive environments for female students in technical programs. The subsequent sections of the literature review will explore interventions, initiatives, and the impact of gender disparities on career choices and opportunities in technical fields.

This section critically analyzes the key factors contributing to gender disparities in technical program enrollment and performance. Factors such as societal stereotypes, cultural expectations, role models, and institutional biases are examined. Additionally, the influence of family, peer groups, and media on shaping perceptions of technical fields among different genders is explored.

2.5 Interventions and Initiatives

A comprehensive review of interventions and initiatives aimed at mitigating gender disparities in technical education is presented. Studies evaluating the effectiveness of programs, mentorship initiatives, and outreach efforts designed to encourage gender diversity in technical fields are examined. This section highlights best practices and identifies areas where further research and action are needed.

2.6 Impact on Career Choices and Opportunities

The literature review addresses the repercussions of gender disparities in technical education on subsequent career choices and opportunities. Studies exploring the correlation between technical education experiences and career trajectories are analyzed, considering how disparities at the educational level can contribute to occupational imbalances in technical professions.

2.7 Global Perspectives on Gender Disparities

An international perspective is integrated into the literature review to provide a broader understanding of gender disparities in technical education. Comparative studies and analyses of gender imbalances in technical programs across different countries contribute to a comprehensive view of the challenges and potential solutions on a global scale.

2.8 Intersectionality of Gender with Other Identities

The literature review explores how gender intersects with other identities, such as race, ethnicity, socioeconomic status, and disability, to create unique challenges or advantages in technical education. Understanding the intersectionality of identities is crucial for developing inclusive strategies that address the diverse experiences of individuals within the technical education landscape.

2.9 Measurement and Assessment of Gender Disparities

This section reviews the methodologies and metrics employed in assessing gender disparities in technical education. Research designs, survey instruments, and statistical analyses used in studies evaluating enrollment rates, academic performance, and persistence in technical programs are scrutinized to understand the strengths and limitations of existing research.

2.10 Gaps in Current Knowledge

The literature review concludes by identifying gaps in the current understanding of gender disparities in technical education. These gaps serve as a foundation for the current study, indicating areas where additional research is needed to address nuanced aspects of gender imbalances in enrollment and performance in technical programs.

In summary, this comprehensive literature review provides a foundational understanding of the historical context, theoretical frameworks, influencing factors, interventions, global perspectives, intersectionality, measurement approaches, and gaps in current knowledge related to gender disparities in technical education. The insights gained from this review will inform the subsequent chapters of the research study.

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