GENDER DISPARITY IN EDUCATION

Abstract

Aim: This single case qualitative study addresses the girl child education, focusing on parents' perceptions of the girl child enrolment into elementary school and factors that might have contributed to gender disparity in education which remains a problem in Kano state Nigeria. Theory: In order to understand gender disparity in education, the theoretical lens has feminist epistemology as its point of departure, which focuses on understanding the oppression experienced by women to proffer solutions leading to change in all endeavours of life that leads to equal opportunities for all. To be specific, the theoretical lens is viewed from Nancy Fraser’s feminist theory of justice which seeks to explain the origin of gender injustice against women, factors that contribute to it and how it can by changed. Method: This study adopts a single case qualitative approach with a focus group interview and in-depth interviews as data collection methods to enable the researcher to extract valuable information from parents of out-of-school children who form the target population. Findings: The findings revealed that parental perceptions about the girl child's education are linked to family income, parents' educational background, and socio-cultural norms practices and these factors contribute to gender disparity in education in Kano state, Nigeria.