International Journal of Sub-Saharan African Research (IJSSAR)

Background: A major problem globally across education is gender inequality, as approximately 119 million girls are out of school worldwide. Structural factors like poverty, child marriage, and gender-based violence limit opportunities for female education. Despite this, there is a research gap in the persistent presence of gendered norms across schooling systems and society.
Objective: This study assessed pre-service teachers' perceptions of gender inequality and inclusion across educational contexts, in relation to school participation and learning environments.
Method: A qualitative descriptive study was conducted among pre-service teachers across three colleges of education in Enugu State and Taraba State, and in the Federal Capital Territory (FCT). Using semi-structured interviews, the study explored pre-service teachers' perceptions of gender inequality and inclusion. Data analysis was done using both content and sentiment analysis.
Result: The results show that pre-service teachers in the selected Colleges of Education in Nigeria perceive the existence of gender discrimination within the educational environments. Another finding of the study was that conventional gender norms influence students’ participation in classroom activities and their opportunities for leadership within the classroom environment. Study respondents also reported cases of discrimination based on gender and status, with privilege often attached to socioeconomic background. Even though there was an observable girl-centred empowerment, the structural disparities based on stereotypes and social class existed.
Conclusion: Although the efforts to empower women are evident, there are still educational experiences that are influenced by existing gender and socioeconomic inequalities, which is why the detailed, inclusive, and gender-responsive approach of teacher education is necessary.
Unique Contribution: This study provides context-specific baseline evidence on Nigerian pre-service teachers’ perceptions of gender bias and discrimination, in classroom participation and leadership opportunities, and inclusion within the educational environment across several states.
Key Recommendation: Teacher education programmes should incorporate gender-specific work and practicum activities that are explicitly aimed at breaking stereotypes and demonstrating inclusive classroom practices that are continually reflected on and evaluated.