The influence of gender on the academic performance of students with disabilities in Sokoto North LGA, Sokoto State
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- NGN 5000
Background of the Study
Gender dynamics significantly shape educational outcomes, and in Sokoto North LGA, these dynamics are particularly pronounced among students with disabilities. Societal expectations and gender roles, deeply rooted in traditional cultural and religious beliefs, often lead to differentiated academic experiences for male and female students with disabilities (Ibrahim, 2023). In many communities, prevailing gender norms dictate that girls, especially those with disabilities, face additional layers of discrimination that hinder their academic progress. Boys may receive preferential treatment in terms of resource allocation and encouragement, while girls often contend with social expectations that restrict their educational opportunities (Aminu, 2024). These gendered expectations can affect classroom dynamics, teacher perceptions, and parental attitudes, all of which cumulatively influence academic performance.
Moreover, the intersectionality of disability and gender creates a complex set of challenges that go beyond simple academic support. Female students with disabilities often experience compounded marginalization where their educational potential is undermined not only by societal stereotypes regarding disability but also by entrenched gender biases. In contrast, while male students may also experience negative stereotypes, they are frequently afforded greater access to remedial support and extracurricular opportunities that foster academic success (Adamu, 2025). Recent research underscores the importance of considering both gender and disability as coexisting factors that shape educational outcomes, arguing for more nuanced interventions that address these intersecting challenges (Bello, 2023).
This study therefore aims to explore how gender influences the academic performance of students with disabilities in Sokoto North LGA. By examining teacher attitudes, parental expectations, and peer interactions, the research will provide an in-depth understanding of the ways in which gender biases are embedded in the educational environment. It will also investigate whether current educational policies adequately address these dual challenges. The goal is to develop recommendations that support equitable academic achievement for both genders, ensuring that interventions are sensitive to the unique experiences of female and male students with disabilities alike. This research is essential for informing policy reforms that promote inclusive educational practices and for developing training programs that equip educators to recognize and overcome gender bias in their classrooms (Suleiman, 2024).
Statement of the Problem
Despite advancements in inclusive education, gender-based disparities in academic performance persist among students with disabilities in Sokoto North LGA. Deep-seated cultural and religious norms not only dictate gender roles but also significantly influence the educational opportunities available to boys and girls with disabilities (Ibrahim, 2023). Female students, in particular, often face discriminatory practices that limit their access to quality education, including biases in teacher expectations, restricted access to learning resources, and societal pressures that prioritize domestic responsibilities over academic pursuits. These challenges contribute to a widening academic gap between male and female students with disabilities.
The problem is compounded by a lack of targeted support systems within schools that are designed to address the unique needs of both genders. Although some educational reforms have been implemented, they tend to overlook the intersection of gender and disability, resulting in one-size-fits-all approaches that fail to remediate the specific barriers encountered by female students. Additionally, there is limited empirical evidence on how gender bias directly affects academic performance in this context, which hampers the development of effective interventions. This study seeks to fill this gap by critically examining the extent to which gender influences academic outcomes for students with disabilities. It aims to understand how gender-specific challenges manifest in classroom interactions and academic support structures, and whether these factors correlate with measurable differences in academic performance. By doing so, the research will offer evidence-based recommendations for policy and practice that target the dual challenge of gender inequality and disability discrimination, ensuring that both male and female students have equal opportunities to succeed academically (Aminu, 2024; Adamu, 2025).
Objectives of the Study:
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To examine the impact of gender on the academic performance of students with disabilities in Sokoto North LGA.
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To identify gender-specific barriers that affect educational outcomes among these students.
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To recommend targeted interventions that promote gender equity in academic performance.
Research Questions:
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How does gender influence academic performance among students with disabilities in Sokoto North LGA?
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What are the specific challenges faced by female students with disabilities compared to their male counterparts?
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Which strategies can effectively address gender-based disparities in academic achievement?
Research Hypotheses:
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H1: Gender significantly influences the academic performance of students with disabilities in Sokoto North LGA.
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H2: Female students with disabilities experience greater academic challenges than male students due to prevailing cultural biases.
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H3: Gender-sensitive educational interventions will improve academic outcomes for students with disabilities.
Significance of the Study
This study is significant as it highlights the interplay between gender and disability in determining academic performance in Sokoto North LGA. By shedding light on gender-specific challenges and biases, the research will inform the development of tailored educational interventions and policy reforms that promote equity. The findings are expected to benefit educators, policymakers, and community stakeholders by providing actionable insights that ensure both male and female students with disabilities receive appropriate support for academic success (Bello, 2023).
Scope and Limitations of the Study:
This study is confined to examining how gender influences the academic performance of students with disabilities within Sokoto North LGA. It does not cover other regions or factors beyond gender and disability in the academic context.
Definitions of Terms:
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Gender: Socially constructed roles and behaviors considered appropriate for males and females.
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Academic Performance: Measurable educational outcomes reflecting a student’s achievement.
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Inclusive Education: An approach that ensures all students, irrespective of gender or disability, learn together in mainstream settings.
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