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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2710

Title: Promoting Gender Equity, Scientific Literacy And Peace Among Nigerian Secondary School Students Through Gender Mainstreaming Strategies
Authors: Ozoii, Bernadette Ebele
Mmegwa, Patricia Uwamezi
Anyebe, Mary Ocheenia
Oriade, Mary L.T.
Issue Date: 2013
Publisher: Nigerian journal of Teacher Education and Teaching
Series/Report no.: Vol. 11;No. 1; Pp 1-15
Abstract: The paper discussed the promotion of gender equity, scientific literacy and peace among Nigerian secondary school students through the use of gender mainstreaming strategies. The concepts of gender equity, scientific literacy and peace were defined. The importance of acquiring scientific literacy and peaceful co-existence of Nigerian children were emphasized. The under- representation, discrimination and under- achievement of Nigerian students in science technology and mathematics courses were discussed. Some of the factors militating against gender equity and scientific literacy were high-lighted, such as, gender stereotyping, parental preference of early marriage to education and masculine image of science and technology. The paper outlined the aims of gender mainstreaming strategies which include ensuring the rites, roles of girls and boys, equal attention in all school activities, respecting cultural differences and ensuring participation and protection of rights of all students in STM classrooms. Gender mainstreaming package discussed by the paper included the use of gender- inclusive images and constructs. use of gender- inclusive languages or expressions, use of gender- inclusive pictures and textual materials. The implication of the use of gender mainstreaming strategies for peaceful co-existence and conflict resolution by Nigerian students were highlighted. Finally, the paper concluded that, if gender equity was not attained in our educational institutions at a foundation level, it would be difficult if not impossible to have social peace, economic and technological advancement in Nigeria no, matter how significantly literate the citizenry might be.
URI: http://hdl.handle.net/123456789/2710
Appears in Collections:Educational Foundation

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