Gender Disparities in Digital Literacy and Education: A Case Study of Young Girls in Northwest Nigeria.
Abstract
Gender disparities in access to quality education and technology continue to impede female empowerment, especially for young girls from marginalized communities. This study analyzed gender differences in digital literacy and educational attainment among 678 girls aged 15-18 years in northwest Nigeria. A survey examined associations between demographic factors (age, socioeconomic status, location), school quality perceptions, information and communication technology (ICT) access, digital skills, and education levels. Results found females were slightly older, wealthier, resided in certain areas, and perceived lower school quality compared to males. Age and socioeconomic status also correlated with location. Higher socioeconomic status aligned with positive government policy perspectives on education. School quality perceptions associated with digital environment views. Females displayed somewhat higher digital literacy, though lower educational attainment. Access to ICT resources varied by geography. Overall, distinct gender disparities existed, intersecting with age, socioeconomic status, and location variables. Addressing gaps requires multifaceted interventions, from teacher hiring and mentoring to device/internet subsidies and specialized technology programs, alongside policy reforms enabling gender equitable digital inclusion and learning nationwide.
Keywords
Gender, Digital Divide, Education, Literacy, Technology, Nigeria
Citations
IRE Journals:
F.O. Remi-Aworemi
"Gender Disparities in Digital Literacy and Education: A Case Study of Young Girls in Northwest Nigeria." Iconic Research And Engineering Journals Volume 7 Issue 3 2023 Page 416-420
IEEE:
F.O. Remi-Aworemi
"Gender Disparities in Digital Literacy and Education: A Case Study of Young Girls in Northwest Nigeria." Iconic Research And Engineering Journals, 7(3)
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