An investigation into the effectiveness of adult literacy programs in reducing gender stereotyping in Katsina Local Government Area, Katsina State.
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Background of the Study
Gender stereotyping remains a pervasive challenge in many parts of Katsina Local Government Area, where traditional cultural norms often dictate distinct roles for men and women. Adult literacy programs have emerged as a potential tool for challenging these entrenched beliefs by fostering critical thinking, enhancing self-confidence, and promoting social inclusion among adult learners. In Katsina, where access to formal education has historically been skewed by gender disparities, adult literacy initiatives serve as an avenue for empowering women and altering perceptions of gender roles (Mustapha, 2023). Over the past few years, efforts to integrate gender-sensitive curricula into adult literacy programs have aimed to dismantle harmful stereotypes and encourage a more egalitarian society. Despite these initiatives, significant challenges remain. Many literacy programs are still rooted in traditional pedagogical models that do not adequately address the socio-cultural dimensions of gender bias. Moreover, the persistence of patriarchal attitudes within both educational settings and the broader community often undermines the progress made through these programs (Abubakar, 2024). Recent research indicates that adult literacy can lead to increased economic opportunities and greater participation in community decision-making, thereby indirectly contributing to a reduction in gender stereotyping (Yusuf, 2025). However, the measurable impact of these programs on gender perceptions is still subject to debate, as many programs face obstacles such as inadequate funding, limited community engagement, and resistance from conservative elements within society. The transformative potential of adult literacy lies in its ability to provide a platform for dialogue and reflection, allowing learners to challenge and reframe their understanding of gender roles. The incorporation of participatory teaching methods and the inclusion of gender studies in literacy curricula are viewed as critical steps toward fostering a more inclusive and progressive outlook among adult learners. In this context, the effectiveness of adult literacy programs in reducing gender stereotyping in Katsina is not merely a matter of educational attainment but also one of social change and cultural evolution. This study, therefore, seeks to explore the relationship between adult literacy and gender stereotyping, examining how educational interventions can contribute to reshaping societal attitudes and promoting gender equality (Mustapha, 2023).
Statement of the Problem
Despite the recognized benefits of adult literacy programs in promoting gender equality, Katsina Local Government Area continues to grapple with entrenched gender stereotypes that limit opportunities for women and reinforce discriminatory practices. Traditional beliefs and cultural practices that favor male dominance have persisted, even as literacy rates among adults gradually improve. The current literacy programs, while successful in imparting basic reading and writing skills, often fall short in addressing the deeper social constructs that underpin gender stereotyping (Abubakar, 2024). As a result, many adult learners, particularly women, remain constrained by societal expectations and are unable to fully participate in economic, political, and social life. Moreover, the curricula in many literacy programs are not sufficiently gender-sensitive, failing to challenge existing biases or offer alternative narratives. This gap between educational content and societal realities contributes to the perpetuation of gender stereotypes, thereby undermining the transformative potential of adult literacy. Additionally, limited community involvement and resistance from traditional leaders further complicate efforts to implement gender‐inclusive educational practices. The lack of robust evaluation mechanisms also means that the actual impact of these programs on gender stereotyping is not well documented, leaving policymakers without clear evidence to guide future interventions (Yusuf, 2025). This study aims to critically examine these issues, focusing on the ways in which adult literacy programs can be reformed to effectively reduce gender stereotyping in Katsina. It seeks to identify the barriers that hinder the realization of gender‐equitable outcomes and to propose actionable strategies that align educational practices with the broader goal of gender equality. Addressing this problem is essential for empowering marginalized groups and for fostering a more inclusive society where both men and women can equally contribute to community development (Mustapha, 2023).
Objectives of the Study
1. To assess the impact of adult literacy programs on gender perceptions in Katsina.
2. To identify gaps in current literacy curricula that fail to address gender stereotyping.
3. To recommend gender-sensitive modifications to adult literacy programs.
Research Questions
1. How do current adult literacy programs influence gender perceptions among learners in Katsina?
2. What are the primary shortcomings of literacy curricula in addressing gender stereotyping?
3. Which strategies can enhance the gender sensitivity of adult literacy initiatives?
Research Hypotheses
1. H1: Participation in adult literacy programs significantly reduces adherence to traditional gender stereotypes.
2. H2: Literacy curricula that incorporate gender-sensitive content are more effective in promoting gender equality.
3. H3: Increased community engagement in literacy programs leads to a greater reduction in gender stereotyping.
Significance of the Study
This study is significant as it examines the critical role of adult literacy in mitigating gender stereotyping in Katsina. By highlighting the gaps in current educational approaches and proposing gender-sensitive interventions, the research provides valuable insights for educators, policymakers, and community leaders. The findings will contribute to the development of more inclusive literacy programs that empower women, promote gender equality, and foster social change. Ultimately, this study aims to facilitate the creation of a more equitable society through enhanced educational practices.
Scope and Limitations of the Study
The study is limited to evaluating the effectiveness of adult literacy programs in reducing gender stereotyping in Katsina Local Government Area. It focuses on the content and delivery of literacy curricula and their impact on gender perceptions, without extending to other regions or educational levels.
Definitions of Terms
• Adult Literacy: The ability of adults to read, write, and comprehend information, enabling them to engage effectively in society.
• Gender Stereotyping: Preconceived and oversimplified ideas about the roles and characteristics of men and women.
• Gender Sensitivity: An approach that considers the differences in the needs and experiences of different genders to promote equality.
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