Maureen Okpe
A student of Junior Secondary School,JSS 3 Bakin Ado, Karu, Racheal Onuigbo, loves reading books about smart and ambitious characters. But as she delves into texts available for Nigerian student, she realizes that most stories feature boys as the main characters, while girls are relegated to passive roles. Worse still, the stories often perpetuate stereotypes – like boys being good at math and science, while girls are only good at domestic chores.
Racheal said she wants to become a successful engineer, owning her own company, but her parents and teachers are encouraging her to pursue more “feminine” profession like nursing and fashion designing as this will help in the nearest future as a mother. Meanwhile, her brothers are encouraged to pursue careers in tech and finance, which they are not even interested in.
“I will love to pursue a career in civil engineering or become a data analyst, especially engineering but I am told those are hard subjects and are suitable for boys.
“The first time I told my mother I want to study engineering, she asked me how will that benefit my children, but if I study nursing I will better care for my family.
“My dad is an engineer and I love to go through his building plans and papers from work but every time he sees me going through these things he is angry and shouts at me.”
Racheal’s story is not unique in Nigeria, where gender and socioeconomic stereotypes are deeply ingrained. Children’s literature perpetuates these biases, limiting the financial potential of girls like Racheal and reinforcing gender roles.
Gender experts are of the opinion that, stereotypes have long been ingrained in society, influencing how people view and treat individuals based on their gender. This has far effects, including in the areas of finance and economic inclusion.
Children’s literature plays a crucial role in shaping young minds and perpetuating stereotypes, which can ultimately hinder financial inclusion.
In Nigeria, where gender inequality is prevalent, the impact of gender stereotypes on financial inclusion is particularly pronounced. Boys are often portrayed as strong, independent, and capable, while girls are depicted as meek, submissive, and reliant on others.
According to reports on gender stereotype, this perpetuates the belief that boys are better suited for financial matters and leadership roles, while girls are limited to domestic duties and are less capable when it comes to financial.
A 2018 UNESCO report found that only 30% of schools in Nigeria reached a benchmark of one woman attaining leadership roles.
Also, a 2014 study by Iduma-Ogbonnaya found that English language textbooks in Nigeria perpetuated gender stereotypes, with men consistently portrayed as strong, intelligent and daring, while women were depicted as weak and domestic.
The study analyzed 24 textbooks and found that men were represented as main characters 81.9% of the time, compared to 18% for women.
The study concluded that these stereotypes could limit the educational and career choices of Nigerian students and perpetuate gender inequality.
Gender Stereotypes And Bias
Gender stereotypes can have a detrimental effect on children’s attitudes towards money and finance. Girls like Racheal overtime may begin to lack confidence in their ability to manage finances, invest, or start their own businesses, while boys may feel pressured to conform to traditional gender roles and may overlook the importance of financial literacy and independence.
An educationist and author of primary textbooks in Nigeria, Ernest Emenyonu said, children’s literature in Nigeria is gender biased and displays imbalances in the representation of its characters. In essence, such massages can stunt the growth of children’s dreams and manipulate their minds to believe that they must act in an “appropriate‟ way in the society, according to him, the consequence of this lies in limiting their choices in life.
This is as teachings from an early age is most times imbibe by the kids and shapen their character and thoughts. Nigerian literature has set the tone for a patriarchal society where men are viewed as the alpha male and take care of the “important” tasks while the woman is saddled with the responsibility of home.
Limited Financial Inclusion And Literacy In Nigerian Textbooks And Gender Alienation
In Nigeria, as in many other countries, educational textbooks play a significant role in shaping children’s of the world around them. However, there has been a long-standing issue of gender alienation and bias in Nigerian educational textbooks, which often reinforce traditional gender roles and stereotypes.
One of the ways in which Nigerian educational textbooks contribute to gender alienation is through the representation of gender roles and expectations. Textbooks often depict women and girls in traditional caregiving roles, such as cooking, cleaning, and caring for children, while men and boys are shown in roles of power and authority, such as doctors, engineers, and political leaders.
This portrayal reinforces the idea that certain professions and roles are more suitable for one gender over the other, limiting the aspirations and opportunities of girls and perpetuating gender inequality.
An example of such stereotype is seen in the Basic Macmillan Brilliant primary social studies for Basic four, topic, ‘Marriage practices and failures, problems of living together.’ Here, one of the major factors outlined among others included, when there is a financial problem in the family and the husband cannot provide for the family needs.’ This is creating the mindset for the children at that tender age that the male figure is responsible for financing the home, without a mention that a female can also contribute financially to the home front.
Another instance is seen in the Nigerian Educational and Research Development Council, NERDC, approved social studies textbook for basic two. Module two, topic, ‘responsibility of the father and mother in the family.'(what pupils get from the family)’ a pictorial excerpt shows a father figure handing over money to the children with a brief explanation,” This father is doing one of his duties to his children, he is giving them money to take to school.
However, the next pictorial illustration shows a mother breastfeeding a baby with also an explanation “….. It is the duty of the mother to give her baby enough breast milk.”
This teaching tends to set a certain mindset for the children, that the male(father), figure works to make money, while the basic function of the female (mother), is taking care of the children. Setting the tone for the girl child to assume the position of nurturing from an early age and the male child seeing himself as the provider, which may affect him in the future if he is unable to meet his family’s financial needs.
A child activist, Irene Ugbah said, Nigerian school curriculum are outdated, noting, “although a lot is being done to work on the school curriculum, we still see some of the textbooks like in social studies for instance, where topics are taught on what is the duties of a woman, which is stated as to cook food, clean the house while a man’s duty is to pay school fees and go to work. These are obsolete literatures for school.
“Cooking food, cleaning is not a gender thing, it is a life skill it has no inclinations. You learn to cook because you need to eat to survive. Whether you are a man or a woman it is a skill, it is not something that should be apportioned to women alone.
So also, any human need to be financially independent to provide for their basic needs.
Patriarchal Culture, a major influence to gender stereotypes.
Senior Educational Officer, Federal Government College, Keffi, Alabi Oyebimpe on her part said, in society like ours, gender inequality, marginalization is a serious issue, most books written celebrating men as sole providers for the family have come to stay because the Nigerian society have a strong believe that the man is the head, not just in the home but everywhere. In offices churches even in different political platforms.
“Literatures in Nigerian school today are approved by an educational body, signed in the ministry of education, spear headed by a male. If the head of the department is a man which book do you expect him to approve,” she questioned rhetorically.
“Average men in the Nigerian society are aware that women are striving hard as well as their male counterparts to assume the position of bread winners, asserts themselves for recognition and show their capabilities.
“The only way to keep instigating our believes, norms, and accepted values into the younger generation is to make them read books portraying the men as sole providers and making the girl child understand that, there is a limit to what she can do.
“The men knows that the women are rising. It seems that women are taking over. The only way to build it in the younger generation is to insist that these are our values, is to make them read books that portrays the men as sole providers, these will limit the girl child to what she can actually achieve.
“Nigeria is a heterogeneous society, with different tribes and languages, their believe is strong in such a manner that, if a female gender is seen as a sole provider is an abomination. The Christian Bible, for instance God made man first, then God made the woman out of the man, all of these became a concrete fact for the man and he is trying so hard to pass it on from generations through school curriculum.
However, the National Coordinator, Child and Youth Protection Foundation, Kolawale Olatosimi said, gender stereotyping affects both gender.
Olatosimi is of the opinion that, the Nigerian society defines the role of gender with a patriarchal lens, which leaves the men to function and grow under pressure.
According to him, “this is very toxic and challenging. This has caused so many men to fall into the trap of living up to what society have created for them and so when they fail, it becomes very difficult to adjust.
“This is one of the contributing factor to be abusive to the women.”
Inclusive literature breaking the barrier
Promoting inclusive literature in pre-nursery and primary school is crucial to breaking down these stereotypes and promoting financial inclusion for all. By depicting diverse characters and showcasing a variety of roles and abilities regardless of gender, children can be exposed to
different perspectives and feel empowered to pursue their financial goals.
For Esther Madaki, a student of Junior Secondary School, Karu, Abuja, what the school teaches and her realities are both different. As she never had a male figure in her life. For her and her sister, their mother have been the sole provider for the family and she recognizes that she lives a better life than some of her peers who live with both parents.
“Some of my classmates and friends live with their mummy and daddy but myself and my sister have beautiful things than they do. We have finer bags; our mummy pays our school fees on time. Since I started school here I have never been sent home for school fees but some of my friend’s daddy’s cannot pay school fees, they come to beg the head teacher sometimes to give them time to pay up but this have never happened to me or my sister as my mummy pays on time.”
Despite the importance of inclusive storytelling, there are still gaps in Nigeria’s education system that need to be addressed. Schools often rely on outdated textbooks and curriculum that reinforce gender stereotypes, failing to provide a more balanced and inclusive view of gender roles and abilities.
A typical example is the approved NERDC social studies textbook of basic two, a University Press PLC Ibadan production of 2007. Seventeen
(17) years after is still in use by the educational system, even though several narrative have have changed in this period.
Promoting financial literacy in children’s literature
To improve financial inclusion and empower future generations, it is essential for educators, parents, and policymakers to actively promote
gender equality in children’s literature and education.
By challenging stereotypes and promoting diverse and inclusive representation, we can create a more equitable society where all individuals have the opportunity to thrive financially.
To this ends Ms. Ugbah said, It is unfortunate that right now we see no direction in our schools curriculum. Most of the textbooks we have now juxtaposing the particular era we are in, you discover that the texts are not aligning.
Also, Olatosimi said, “our Education system have not embraced the evolution of culture, we need to be deliberate and more open minded in reviewing our curriculum and children literatures.
Family as the first change agent against stereotype
The first agent of socialization/education starts from the family. Because of some stereotype already experienced from the home front the girl child upon arrival in school already believes there are certain subjects she cannot do like being in sciences, cannot do hard things.
These are biases that have already played out in the homes. Example the choice of toys. Construction, gun models for the boys and then baby dolls for the girl. Teaching the boy child self-defense but pushing the girl child to be the damsel in distress that needs to be protected by boys and needs help and cannot think for herself.
Family as the first institution of learning unconsciously do this, especially the girl child grows to understand she always need help. and when they resume schools this ideology is brought along into the classroom so subjects that are competitive in nature, you see girls pulling out, not wanting to take part in such subject. From Senior Secondary girls mostly decides to move to the art classes. If you probe further, you begin to hear them say things like, they said maths, science is difficult. That is why you see in the stem space we have very few women there. These are all stereotype.
Solutions
In providing solutions to the gender issues, Ugbah said, “the change in this mind of thought can be done by adjusting the school curriculum to accommodate diverse views. For the girl child to understand that the females can as well take up financial roles in home and gain financial independence.
“The body manned with the responsibility of school literatures should be fair and intentional in educating the girl child on the realities that she can achieve any goal set irrespective of her gender.
“Educate the pupils/students, that caregiving should not always be portrayed as the sole duties of women and by extension the girl as this could cloud her sense of reasoning.
Reshaping our policies especially from kindergarten to junior secondary
We need to look for Germaine issues that are happening at the present and begin to use them to adapt to our teaching, so that when our children come out, they are robust. It is so difficult to hold a conversation with a secondary school graduate, there is nothing new, we need to reform, add contemporary issues, pattern or debate.
For his part, Olatosimi said, “We need to begin to look at our curriculum to be more gender transformative.
We need to be deliberate in looking at our curriculum and literatures starting from the pre-school even to the University.”
Ms. Ugbah while expressing optimism for Nigeria said, “I hope that Nigeria gets to the point where there will understand that education can change and shape a generation to the right direction, it doesn’t matter whether it is mathematics or English, whatever subject.”
This investigation is for the GENDER, THE AGENDA project for Gender Strategy Advancement International (GSAI) supported by the Wole Soyinka Center for Investigative Journalism (WSCIJ), and the MacArthur Foundation.