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Gender differentials in science, mathematics and technology:
why do fewer females participate in science, mathematics and
technology courses in Nigeria?
Peter O. Ogunjuyigbe*, Ayotunde S. Liasu and Adedokun
Sulaiman
Department of Demography and Social Statistics Obafemi
Awolowo University, Ile-Ife, Osun State, Nigeria. E-mail:
pogunjuyigbe@yahoo.com.
Accepted 8 February, 2008 |
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This paper discusses the problem associated with gender
differential in science, mathematics and Technology (SMT) in
Nigeria. Data for the study were obtained from a survey
conducted in March, 2005 in two Local Government Areas of
Osun state, Southwest Nigeria. The paper confirms the
earlier assertion that female are underrepresented in SMT.
It also reveals that: more than 70% of the household heads,
61.2% of mother and 64.4% of children accepted that there
was gender disparity in SMT; socialization processes
inculcated gender biases through the different roles and
responsibilities assigned to girls and boys. A package of
communication strategies are therefore recommended to
sensitize people on the need for girls to be actively
involved in SMT.
Key words: Imbalances, community, household, assessment,
cultural, performance. |
