An assessment of informal education in shaping students’ perception of gender roles in Kachia Local Government Area, Kaduna State
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Background of the study
In contemporary educational discourse, informal education has gained recognition as a catalyst for social change, particularly in influencing students’ perceptions of gender roles. In Kachia Local Government Area, Kaduna State, cultural norms and traditional practices have historically shaped rigid gender roles, limiting the opportunities available to both male and female students (Ibrahim, 2023). Informal educational initiatives—such as community dialogues, mentorship programs, and peer group discussions—offer alternative narratives that challenge stereotypical gender expectations. By integrating these approaches into educational settings, stakeholders seek to foster a more equitable understanding of gender and promote progressive attitudes among students (Okafor, 2024).
The dynamic nature of informal education allows it to respond rapidly to societal shifts, providing an adaptable platform for gender sensitization. Through interactive learning experiences, students are exposed to diverse perspectives that question traditional gender norms and encourage critical reflection (Amina, 2023). Moreover, these programs facilitate the exploration of issues such as gender equality, leadership, and social justice in a manner that is both engaging and transformative (Bello, 2024). Community involvement and the active participation of local role models further reinforce the impact of these initiatives, creating a conducive environment for challenging preconceived notions about gender (Chukwu, 2025).
Despite these promising developments, entrenched cultural practices and institutional inertia continue to impede the widespread acceptance of gender-equitable attitudes. Many educational institutions in Kachia still adhere to conventional teaching methods that do not prioritize gender issues, thereby limiting the potential of informal education to effect lasting change (Ibrahim, 2023). Furthermore, resistance from segments of the community who view progressive gender policies as a threat to traditional values has led to sporadic implementation of informal programs (Okafor, 2024). Nevertheless, the growing body of evidence suggests that when effectively executed, informal education can serve as a powerful tool in reshaping gender perceptions and promoting inclusive attitudes among young people (Amina, 2023). The ongoing efforts to incorporate informal gender education within school curricula are therefore critical to achieving broader social transformation in Kachia Local Government Area.
Statement of the problem
In Kachia Local Government Area, the persistence of traditional gender roles poses significant challenges to the social and academic development of students. Although informal education has been introduced as a means to reshape perceptions, its integration into the educational framework remains inconsistent and often superficial. Many schools lack comprehensive programs that address gender issues beyond the standard curriculum, resulting in a limited impact on students’ attitudes (Bello, 2024). Furthermore, resistance from both educators and community members who are deeply rooted in traditional values hinders the effective delivery of gender-sensitive content (Chukwu, 2025).
The problem is exacerbated by inadequate training of educators in handling gender-related issues in a manner that is both sensitive and transformative. Without proper guidance and resources, teachers struggle to facilitate discussions that challenge stereotypes, thereby reinforcing existing biases (Ibrahim, 2023). Additionally, the sporadic nature of informal gender education initiatives means that any progress achieved is often short-lived, lacking the sustained effort needed to bring about meaningful change (Okafor, 2024). Social pressures and cultural expectations further compound the issue, as students are frequently caught between traditional norms at home and progressive ideas introduced in school (Amina, 2023). This dichotomy creates an environment of confusion and ambivalence regarding gender roles, ultimately stifling personal and academic growth. Addressing these challenges requires a focused evaluation of the current informal education programs to identify critical gaps and develop strategies that ensure consistent, high-quality delivery of gender-sensitive education.
Objectives of the study:
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To assess the impact of informal education on students’ perceptions of gender roles.
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To identify challenges in the implementation of gender-sensitive informal education programs.
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To develop recommendations for enhancing informal educational strategies to promote gender equity.
Research questions:
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How does informal education influence students’ perceptions of gender roles?
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What challenges are encountered in implementing informal gender education?
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What measures can be adopted to improve the effectiveness of informal education in reshaping gender perceptions?
Research Hypotheses:
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Informal education significantly alters students’ traditional perceptions of gender roles.
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Limited training and cultural resistance negatively affect the implementation of gender-sensitive programs.
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Enhanced community involvement improves the outcomes of informal gender education.
Significance of the study
This study is important as it evaluates the role of informal education in challenging and reshaping traditional gender roles among students in Kachia Local Government Area. The research findings will provide valuable insights for educators, policymakers, and community leaders aiming to promote gender equity through non-formal educational strategies. By identifying both strengths and limitations in current practices, the study will inform future interventions that foster inclusive and progressive learning environments. Ultimately, the outcomes are expected to contribute to social transformation and improved educational experiences for all students.
Scope and limitations of the study:
This study is confined to the assessment of informal education’s influence on shaping gender role perceptions among secondary school students in Kachia Local Government Area, focusing on local cultural practices, program implementation, and stakeholder involvement.
Definitions of terms:
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Informal education: Learning through non-traditional and community-based initiatives.
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Gender roles: Social and cultural expectations associated with being male or female.
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Perception: The process by which individuals interpret and understand social norms.
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