DO NOT USE THIS SPACE Access to Education for Women in Nigeria By Tonya C. Boyea Introduction Since gaining independence from Britain in 1960, the struggle Nigerian women face regarding education has been a notable concern. As the most populous country in Africa, Nigeria has over 135 million citizens, half of which are women. It is crucial that women are equally educated as men in order to fully participate in a developing society and economy. The Roles of Nigerian Women Approximately 50% of women in Nigeria live in rural areas and have minimal access to education. Because of the lack of formal education, the women in these rural areas make up the greater part of the illiterate Nigerian citizens. (Adeyemo 1984). They carry on such duties as farming, trading, weaving, crafting, developing and processing of crops and caring for children. Although these women are working just as hard if not harder than men, because of their lack of education they are under- appreciated and considered incapable of contributing to the Nigerian socioeconomic system. Nigerian Women and Literacy Literacy in Nigeria is defined as “those at the age of 15 and older that are able to read and write” (CIA- The World Factbook 2007: 4). The adult illiteracy rate in Nigeria is 30.9% which is approximately million Nigerian citizens. While 75.7% of Nigerian males are literate, only 60.6% of females are literate. Women have not been allowed to actively participate in political decisions made concerning their education; therefore the number of illiterate women remains on the rise. Nigerian girls and women must gain access to education and literacy in order to efficiently participate in society and gain equality and power. factbook/geos/ni.html Conclusion Gender disparity in literacy, science, mathematics and technology has been evident in Nigeria for decades. Women make up half of the population in Nigeria yet still receive just a small portion of the formal education men receive. It is evident that in order for women to fully engage and be fully appreciated in the Nigerian socioeconomic system they must be equally educated. The struggle for increased formal education continues but can and must be overcome for the overall betterment of Nigerian women. Women in Nigeria stressing their right to become educated. g Nigerian Women and Science, Mathematics and Technology (SMT) While it is evident that some education, such as literacy and numeracy for Nigerian girls and women have slowly but surely become more attainable since the 1960s, new educational struggles for these females have emerged. Nigerian women’s access to science and technology is significantly lower than that of males. Women remain encouraged to only take courses that fit their assigned female roles; these courses include home economics, teaching, caretaking etc. Policies have been enacted to advance equal access to SMT in Nigerian universities, yet the number of females enrolled in SMT courses remains significantly lower than that of men’s enrollment. Contributing Factors to Unequal Access to SMT There are many factors contributing to the gender disparity in SMT studies. The socialization process and gender roles learned at a young age leaves Nigerian females to feel inferior to males and incapable of studying courses that are viewed as more difficult and useless, such as SMT. Many all-girl schools in Nigeria do not even offer SMT courses. Those few that do are employing teachers and guidance counselors that are discouraging female students to take these courses and portraying SMT as unnecessary, masculine and unsuitable for girls (Imhanlahimi, Eloebhose 2006). In order to encourage Nigerian girls’ participation teachers, women and professional associations and the government must take action. Teachers must promote interaction between girls and boys in SMT classes and raise gender role awareness. Women and professional associations must continue to advocate the involvement of females in SMT by holding open seminars, granting scholarships and organizing new SMT courses for women. Lastly, the government can formulate policies that will increase the enrollment of females in SMT courses, provide scholarships and funding and end the gender stereotyping in classes and provided texts (Imhanlahimi, Eloebhose 2006: 584-5). g/news/2007/newsletter_july/e.jpg Primary School Net Attendance Rate, Nigeria 2003