SOCIAL CULTURAL FACTORS AFFECTING WOMEN EDUCATION IN SOUTHERN BORNO STATE, NIGERIA

ABSTRACT This study investigated the socio-cultural factors affecting women’s education in Southern Borno State, Nigeria. Specifically, it examined the influence of cultural beliefs and practices, early marriage, and gender roles on women’s educational opportunities, while also identifying measures to enhance female participation in education. Four objectives guided the study, which include: examining the cultural beliefs and practices that affect women’s education in Southern Borno State, investigate the influence of early marriage on women’s educational opportunities, assess the impact of gender roles and domestic responsibilities on women’s access to education and suggest measures for improving women’s education in Southern Borno State. A descriptive survey design was adopted for the study. The population comprised 653,542 females residents of Southern Borno State, from which a sample of 197 respondents was selected using a random sampling technique. Data were collected through a self-developed structured questionnaire, which contained items aligned with the study’s research questions. Data collected were analyzed using frequency counts and percentage scores to present clear patterns of responses. Findings revealed that cultural and religious beliefs significantly hinder women’s education, as 75% of respondents affirmed that community norms discourage girls from pursuing higher education, and 78% agreed that religious interpretations often limit their participation in schooling. Early marriage was found to be a major factor, with 78% of respondents stating that parents see it as more beneficial than education, and 75% agreeing that married girls rarely return to school. Gender roles and domestic responsibilities were also identified as critical barriers, with 75% of respondents agreeing that domestic work prevents girls from regular attendance, while 73% affirmed that balancing schooling with household duties poses challenges. However, the study also found strong support (95%) for the involvement of religious and traditional leaders in promoting women’s education. The study concludes that socio-cultural factors particularly cultural beliefs, early marriage, and gendered domestic roles remain dominant barriers to women’s education in Southern Borno. It recommends community-based interventions that actively engage traditional and religious leaders, alongside policies that delay early marriage, redistribute domestic roles, and promote awareness of the benefits of female education for sustainable development. ABSTRACT This study investigated the socio-cultural factors affecting women’s education in Southern Borno State, Nigeria. Specifically, it examined the influence of cultural beliefs and practices, early marriage, and gender roles on women’s educational opportunities, while also identifying measures to enhance female participation in education. Four objectives guided the study, which include: examining the cultural beliefs and practices that affect women’s education in Southern Borno State, investigate the influence of early marriage on women’s educational opportunities, assess the impact of gender roles and domestic responsibilities on women’s access to education and suggest measures for improving women’s education in Southern Borno State. A descriptive survey design was adopted for the study. The population comprised 653,542 females residents of Southern Borno State, from which a sample of 197 respondents was selected using a random sampling technique. Data were collected through a self-developed structured questionnaire, which contained items aligned with the study’s research questions. Data collected were analyzed using frequency counts and percentage scores to present clear patterns of responses. Findings revealed that cultural and religious beliefs significantly hinder women’s education, as 75% of respondents affirmed that community norms discourage girls from pursuing higher education, and 78% agreed that religious interpretations often limit their participation in schooling. Early marriage was found to be a major factor, with 78% of respondents stating that parents see it as more beneficial than education, and 75% agreeing that married girls rarely return to school. Gender roles and domestic responsibilities were also identified as critical barriers, with 75% of respondents agreeing that domestic work prevents girls from regular attendance, while 73% affirmed that balancing schooling with household duties poses challenges. However, the study also found strong support (95%) for the involvement of religious and traditional leaders in promoting women’s education. The study concludes that socio-cultural factors particularly cultural beliefs, early marriage, and gendered domestic roles remain dominant barriers to women’s education in Southern Borno. It recommends community-based interventions that actively engage traditional and religious leaders, alongside policies that delay early marriage, redistribute domestic roles, and promote awareness of the benefits of female education for sustainable development.