An examination of gender disparities in sports participation among secondary school students in Minna Local Government Area, Niger State.
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Background of the Study
Gender disparities in sports participation have long been an area of concern for educators and policymakers worldwide. In Minna Local Government Area, Niger State, secondary school students experience varying levels of participation in sports activities, with noticeable differences between male and female students. Recent studies have indicated that social, cultural, and economic factors significantly influence these disparities, thereby limiting equal opportunities for all students (Okoro, 2023). In many parts of Niger State, traditional norms and gender stereotypes contribute to an environment where boys are encouraged to participate actively in sports, while girls often face restrictions. This inequity not only affects physical development but also hampers the confidence and social integration of female students. Educational institutions in Minna have implemented sports programs aimed at encouraging participation; however, these efforts are frequently undermined by inadequate facilities, limited female-focused initiatives, and prevailing societal attitudes that devalue women’s involvement in competitive sports (Adeyemi, 2024). Moreover, the lack of female role models in sports leadership positions further perpetuates the cycle of gender bias. In contrast, schools that have adopted innovative strategies to promote gender equity, such as co-educational sports events and targeted mentorship programs, have recorded more balanced participation rates (Bello, 2025). The integration of gender-sensitive policies within the sports curriculum is essential for addressing these disparities. Such policies can encourage a more inclusive approach to sports education, where both boys and girls are provided with equal opportunities to develop their athletic skills and benefit from the associated health and social outcomes. This study will examine the existing gender disparities in sports participation in secondary schools in Minna, evaluate the effectiveness of current initiatives aimed at reducing these gaps, and propose recommendations for fostering a more equitable sports environment. By delving into both quantitative and qualitative data, the research intends to highlight systemic barriers and suggest innovative approaches to ensure that all students, regardless of gender, can fully participate in and benefit from sports activities. This inquiry is crucial in transforming traditional mindsets and establishing a more balanced and inclusive approach to sports in the educational system (Okoro, 2023; Adeyemi, 2024; Bello, 2025).
Statement of the Problem
Despite growing awareness of gender disparities in sports participation, secondary schools in Minna continue to exhibit significant imbalances between male and female involvement. Cultural expectations and entrenched gender stereotypes discourage female students from engaging in sports, while school infrastructures and extracurricular programs are often tailored to suit male interests. The limited number of female coaches and mentors further reinforces the notion that sports are predominantly a male domain. As a result, many talented female students are deprived of opportunities to develop their physical abilities and gain the confidence that comes from active sports participation. In addition, the lack of investment in gender-sensitive sports facilities and programs contributes to the persistent gap. Schools frequently prioritize competitive sports events that favor male participation, leaving little room for inclusive practices that could benefit female students. Furthermore, administrative policies and budget allocations have not adequately addressed these disparities, resulting in a system that fails to support the full potential of all students. The prevailing situation not only affects the immediate educational outcomes for female students but also has long-term implications for gender equality in society. The failure to correct these imbalances perpetuates a cycle of marginalization that extends beyond the school environment. This study seeks to understand the root causes of gender disparities in sports participation in Minna secondary schools and to explore innovative strategies that can be implemented to create a more balanced sports culture. By identifying the barriers and proposing practical solutions, the research aims to contribute to a more equitable educational environment where gender is not a limiting factor in the pursuit of athletic excellence.
Objectives of the Study
1. To determine the extent of gender disparities in sports participation among secondary school students in Minna.
2. To investigate the socio-cultural factors influencing these disparities.
3. To propose strategies for promoting gender equity in school sports.
Research Questions
1. What is the current level of sports participation among male and female students in Minna secondary schools?
2. What socio-cultural factors contribute to the observed gender disparities?
3. What measures can be implemented to encourage greater female participation in sports?
Research Hypotheses
1. There is a significant difference in sports participation rates between male and female students in Minna secondary schools.
2. Socio-cultural factors such as gender stereotypes negatively influence female participation in sports.
3. Implementation of gender-sensitive sports programs will significantly improve female participation rates.
Significance of the Study
The significance of this study lies in its potential to inform policy and practice aimed at reducing gender disparities in sports participation. By highlighting the challenges and offering evidence-based recommendations, the research will aid educators, policymakers, and community leaders in creating an environment that supports equal opportunities for all students. Ultimately, it promotes a more inclusive approach to physical education that benefits both genders and contributes to overall social progress.
Scope and Limitations of the Study
This study is limited to examining gender disparities in sports participation among secondary school students in Minna Local Government Area, Niger State. It focuses solely on the school context, considering factors such as infrastructural provisions, cultural attitudes, and program implementation, without extending to other educational levels or external influences.
Definitions of Terms
• Gender Disparity: The unequal treatment or differences in opportunities and outcomes between males and females.
• Sports Participation: Engagement in organized physical activities or competitive sports within a school setting.
• Inclusive Sports Program: A program designed to provide equal opportunities for all students to participate in sports regardless of gender.
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