The Relegated Specie: The Plight of Women in Nigeria

The Relegated Specie: The Plight of Women in Nigeria

Introduction

Despite comprising more than half of the world’s population, women continue to be disadvantaged and prevented from maximizing their talents for the benefit of society. Women in Nigeria, as in other developing countries of the world, are subjected to unjust marginalization, discrimination, and exploitation as a result of people’s religious and cultural beliefs, traditional prejudices that place men as superior beings, and women’s inability to view themselves as viable political participation and growth instruments. The absence of women from various parts of national life not only lowers their ability to function in a male-dominated society, but also contributes to the perpetuation of a culture that relegates women to secondary roles. Empowerment of women is the process of helping women to realize their potentials. Women should be viewed as persons with latent capabilities. In Nigeria, the belief that democracy will automatically increase gender equality in political involvement has not been confirmed. Ojobo (2008) argues that women in Nigeria still face limitations that hinder their personal and national growth. Numerous women are frequently regarded as second-class citizens, and their contributions to the Nigerian economy are frequently concealed. In traditional Nigerian society, women’s responsibilities revolve around childrearing and general family care. Due to the rigid definitions of women’s roles, they assume their responsibilities of cooking, cleaning, and parenting and saw themselves, even in their martial homes, as a figure to be seen but not heard (Fasugba, 2000). This circumstance fosters a culture of male supremacy, superiority, and power, with little regard for women’s viewpoints (Uzodike & Onapajo, 2013). Historically, women have been the unsung heroes of the home and national economy. The future of economic development in Nigeria lies in the expansion and vitality of small-scale businesses owned and operated by women, particularly in rural communities.

Conceptual Discourse

Empowerment

According to Enemuo (1999), empowerment is a multifaceted process that involves the changing of the powerless’ economic, social, legal, political, and psychological situations. Sako (1999) asserts that empowerment is the process of enhancing the current capabilities of disadvantaged groups in society in order to enable them to work toward their own and their families’ improvement.

Women Empowerment

The economic process of empowering women in Nigeria as a means of reducing poverty through increased economic opportunity for women is known as women’s empowerment. In a similar vein, the development of women in terms of their political, social, and economic strength is directly proportional to the development of the nation. It is important to keep in mind that empowerment lessens exposure to risk, lessens reliance on others, and suggests action rather than inactivity.

Education

Okafor (1984) describes education as a process of acculturation in which the individual is assisted in the development of his or her potentialities. Education is considered to be one of the most important aspects of human life. According to Etesike and Ogugua (2005), education is the whole process of human learning that involves the transmission of knowledge, the development of important skills, and the cultivation of faculties. It is focused with the dissemination of information among people (Akubuilo & Omeje, 2012). It is generally agreed that education should serve as the foundation for environmentally responsible growth worldwide. Education raises women’s quality of life, which in turn gives them more agency.

Impediments to Women Empowerment in Nigeria

Lack of Employment Opportunities

It is essential to note that many Nigerian women face discrimination from their employers and coworkers. Similarly, women are regarded unqualified for employment in particular sectors, and some posts are reserved for men only (Fasugba, 2000). Some women are sexually harassed at work, and this perpetuates the deplorable idea that women are nothing more than sex objects. It should be emphasized that many believe a woman cannot work and appropriately manage her home (Isike & Okeke, 2011). In Nigeria, the socioeconomic duties of women have been grossly undervalued, underappreciated, and even disregarded in the development process. Invisibility is a barrier that stops women from achieving their full potential; women are forced into invisibility by sociocultural restraints that keep them at a disadvantage.

Traditional Constraints

Many Nigerian ethnic groups’ culture and traditional practices oppress women and promote gender discrimination (Achunine, 2005). In other words, the Nigerian culture is riddled with cultural norms that impede the emancipation of women. Yomi (2007) believes that the purpose of conventional education for girls is to prepare them for marriage. By implication, girls are socialized to view marriage as their ultimate objective. Their entire existence is an internship for the lifetime course of their marriage (Akubuilo & Omeje, 2012). Since she would eventually marry into her husband’s family, many Nigerians consider that women’s education is a waste. This underscores the preference for educating boys

Early Marriage

In Nigeria, numerous ethnic groups support the practice of early marriage. This practice is customary in Northern Nigeria, for instance (Ede & Kalu, 2018). It involves the marriage of a young girl to an adult male. This violates the girl’s fundamental rights and freedom, as no one under the age of 18 can contract a marriage (Onwe, 2014). Despite government and non-governmental organization efforts to end this abhorrent practice, many continue to be compelled into it. Child brides are susceptible to health risks and abuses when they marry young (Hornor, 2010). It deprives the girl-child of equal possibilities, and she may not complete her education. Most parents coerce their young daughters into this for financial reasons, and some girls are engaged to men their fathers’ age (Ede & Kalu, 2018).

Recommendations

When it comes to ensuring that Nigerian women have access to an education of sufficient caliber, a partnership between the public and private sectors is required. Many young women in Nigeria would have a better chance of seeing their goals come true if this were to happen. In general, there should be more of an effort to encourage women to take part in political and administrative roles.

In the same line, it is necessary to do away with repressive practices that have been practiced traditionally. Sensitization efforts, including in rural and urban settings, should be directed toward reducing the prevalence of early marriage and the practice of female genital mutilation. In a same vein, individuals who continue to engage in this horrific conduct ought to be held accountable by the legal system.

The importance of achieving gender parity in Nigeria should be brought to the attention of the public using social media in an effective manner. In a similar vein, the education of women on their rights can benefit greatly from the use of social media. However, in order to avoid undermining the efforts that are being made to include women, any forecasts that are shared on social media must be free of any embellishments or false information.

References

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Akubuilo, F., & Omeje, M. (2012). Women education in Nigeria: Predicaments and hopes. International Journal of Advancements in Research and Technology, 1(5), 219-222.

Ede, V., & Kalu, D. (2018). Child abuse in Nigeria: Responses of Christian churches and the way out. International Journal of Innovative Research in Multidisciplinary Field, 4(4), 46-53.

Enemuo, F. (1999). Gender and women empowerment . In F. Anifowose & Enewu, Elements of Politics (pp. 226-237). Lagos: Match House Press Ltd.

Etesike, C., & Ogugua, E. (2005). Poverty and effective formal education: The NIgerian situation. International Journal of Forum for African Women Educationalist Nigeria, 1(2), 181.

Fasugba, O. (2000, May 2). Vacancy. Tough women only. 5. Lagos: The Punch Press.

Hornor, G. (2010). Child sexual abuse: Consequences and implications. Journal of Pediatric Health Care, 24(6), 358-364.

Isike, C., & Okeke, U. (2011). Marginalizing women in politics: Recent trends in KwaZulu-Natal. Development Southern Africa, 28(2), 225-240.

Ojobo, J. (2008). Education, a catalyst for women empowerment in NIgeria. Ethiopian journal of Education and Sciences, 4(1), 93-108.

Okafor, R. (1984). Nigerian Teacher education: A search for new direction. Enugu: Fourth dimension Publishers Co. Ltd.

Onwe, S. (2014). Championing the campaign against child abuse in Nigeria: a call to save the needy. International Journal of Humanities and Social Sciences, 4(1), 279-286.

Sako, R. (1999). Women empowerment and advancement manual. Kaduna: League for Democratic Women (Leads).

Uzodike, U., & Onapajo, H. (2013). Women and development in Africa: Competing approaches and achievements. Alternation ERV, 20(2), 27-52.

Yomi, M. (2007). Women: The disadvantaged specie. Ibadan: Third World Information Services Publishers.