Exploring the Impact of Cultural Beliefs and Practices on Women's Education in Northern Nigeria

. This qualitative research looks at how societal norms and practices in Northern Nigeria have affected women's access to and participation in higher learning. This research delves into the lived experiences and viewpoints of women who have been unable to further their education due to cultural factors through in-depth interviews and focus groups. The research shows that societal norms are a driving force behind gender inequality and the suppression of women's education opportunities. Key factors recognized as contributing to these obstacles include poverty, gender segregation, and traditional gender roles and expectations. The research also notes that patriarchy and the underrepresentation of women in power structures are major factors in discrimination against women. Several policy and practice suggestions are made based on the findings of the study, such as the need to promote gender-sensitive policies and practices, address economic barriers, challenge gender stereotypes and expectations, and encourage women to take on positions of leadership and participate in decision-making.


INTRODUCTION
Access to quality education is a cornerstone of a thriving economy and a flourishing society.However, many individuals face barriers to education due to a wide range of factors in their social, cultural, economic, and political environments.According to Kainuwa & Yusuf, (2013) traditional beliefs and practices in Northern Nigeria have a major impact on the educational opportunities accessible to women, which creates a particularly difficult environment for women to pursue an education anywhere in Nigeria.Northern Nigeria is home to a diverse cultural heritage, but its predominant authoritarian system is a major barrier to women's education.The area is characterized by a strong patriarchal tradition.Girls are particularly hard hit by the alarmingly high rate of kid out of school attendance in Northern Nigeria (Uyanga, 2009).Additionally, the report highlights the fact that societal beliefs and practices are significant barriers to the education of females in the area.
Many women in Northern Nigeria are unable to complete their education because of issues like early marriage, gender-based violence, and a lack of educational options (Mshelia, 2021).Inevitably, these challenges hinder women's educational opportunities.An examination of the reasons why girls in Northern Nigeria drop out of school revealed that early marriage and motherhood were major factors.Pia (2015) stated societal beliefs, like the idea that girls should prioritize household duties over education, were also identified as major barriers to girls' education in the area.The study discovered, for instance, that the view that girls should prioritize housework over schoolwork is common.It has been established that long-held cultural beliefs and practices play a significant role in maintaining the gender gap in education in Northern Nigeria.Cultural norms and beliefs that are deeply ingrained in many communities serve as a barrier to women's education (Jayachandran, 2021).The perpetuation of sexism is aided by this.Purdah, which mandates that women cover their bodies from head to toe, limits their mobility and prevents them from receiving an education.Windels & Mallia (2015) Equally limiting to girls' educational opportunities is widespread cultural consensus that schools aren't necessary for their development as individuals or as members of society.
The goal of this research is to learn more about the impact of cultural norms and traditions in Northern Nigeria on women's access to higher education in the area.The study's goal is to report on the specific cultural practices and beliefs that affect women's education in the area, as well as how these practices and beliefs affect women's access to education.The goal of this research is to help readers better understand the complex interplay between culture and schooling in Northern Nigeria.In addition, the findings will shed light on strategies that can be implemented to lessen the impact of entrenched societal norms and beliefs on women's access to higher education in the region.Ultimately, the study aspires to aid in the development of policies and practices that promote gender equity and expand educational opportunities for women in Nigeria's Northern region.

METHODS
This study will employ a case study methodology, which is a type of qualitative research.Since case studies enable for in-depth examination of a phenomenon in its natural environment, they are a suitable research method for this investigation.Researchers can learn more about the societal norms and beliefs that limit women's access to education in Northern Nigeria thanks to the case study approach.Purposive sampling will be used to recruit people familiar with the societal norms and beliefs that limit girls' access to higher education in Northern Nigeria.Women who have faced obstacles in their pursuit of an education will be among the attendees, as will education specialists, community leaders, and government officials who can shed light on the ways in which cultural beliefs and practices have an effect on women's access to and success in higher education in Northern Nigeria.
Semi-structured interviews will be used as the main means of data collection in this study.Both English and Hausa, the most common tongue spoken in Northern Nigeria, will be used during the interviews.With the participants' permission, the conversations will be recorded and later transcribed verbatim for analysis.Depending on the participant's choice and availability, the interviews will be held either in person, online, or over the phone.Thematic analysis will be used to interpret the study's findings.Data topics can be discovered, analyzed, and reported using a technique called thematic analysis.In order to determine the particular cultural practices and beliefs that affect women's education in Northern Nigeria and to investigate how these practices and beliefs affect women's access to education, a thorough process of coding and categorizing the data will be used in the thematic analysis.We will use a qualitative data analysis program like NVivo or Atlas.ti to complete the study.Bachelor's degree in Education "I have seen firsthand the impact of cultural beliefs and practices on women's education.For example, some families believe that girls should not be educated because it is a waste of resources to invest in their education.Instead, they believe that girls should be married off as soon as possible.This belief is often reinforced by early marriage, which is still common in Northern Nigeria.I have seen many girls drop out of school because they were married off at a young age.In some cases, the girls did not even have a say in the matter.This is a major barrier to education for women in our community."

RESULTS AND DISCUSSION
P002 26 Student Diploma in Accounting "Growing up, I was always encouraged to pursue my education.However, I know that many other girls in my community were not so fortunate.Some families believe that girls should not be educated because they will eventually get married and their education will go to waste.Even some of my classmates dropped out of school because they were married off.I think it's important to challenge these cultural beliefs and encourage girls to stay in school."38 Community Leader Master's degree in Public Administrati on "As a community leader, I have seen the impact of cultural beliefs and practices on women's education.Some families believe that girls should not be educated because it goes against tradition.They believe that women's role is in the home, taking care of children and doing domestic work.I think this belief is outdated and harmful.We need to educate families about the importance of women's education and how it can benefit the entire community." Three respondents (P001, P002, and P003) shared their thoughts and feelings about how traditional beliefs and practices in Northern Nigerian society have affected their own views on women's education in the following table.Age, occupation, schooling, and a brief description of their background are all listed in the table.Some examples of cultural beliefs and practices that have an adverse effect on women's education are given, such as the practice of early marriage and the belief that educating females is a waste of resources.Bachelor's degree in Business Administration "I believe that cultural beliefs and practices are a major barrier to women's education in Northern Nigeria.Many families believe that investing in girls' education is waste of resources, and instead prioritize their sons' education.This creates a cycle of gender inequality and limits women's opportunities to pursue their dreams and contribute to society.We need to challenge these beliefs and invest in girls' education to break this cycle." Master's degree in Public Policy "As a government official, I believe that cultural beliefs and practices are a major challenge to women's education in Northern Nigeria.We need to work together to address this issue and ensure that every girl has the opportunity to receive a quality education.This includes investing in girls' education, increasing access to schools, and challenging harmful cultural beliefs.Education is a human right, and we must ensure that it is available to all, regardless of gender." The following table displays information gathered from three respondents (P004, P005, and P006) regarding how societal norms in Northern Nigeria impact women's access to higher education.Age, profession, schooling, and a brief description of their point of view are all listed in the table.The varied points of view shed light on the ways in which gender norms, social constraints, and the recognition of education as a fundamental human right shape women's access to and success in school.Three respondents (P007, P008, and P009) offered solutions to advance women's education in Northern Nigeria in the chart below.The data in the table demonstrate the variety and breadth of the participants' ideas.P007 recommends expanding access to financial aid and scholarships for female students, as well as highlighting successful female educators as role models.In order to encourage families to invest in their daughters' education, P008 recommends establishing awareness programs, forming partnerships with non-governmental organizations to fund educational opportunities for girls, and advocating for policies that support gender equity in education.P009 recommends making sure girls have access to role models, giving them opportunities to learn new skills, and pushing for policies that support gender in the classroom.The playgrounds P001, P002, and P003 were observed, and the sexes of the children, games performed, and patterns of interaction are listed in the table below.Table data indicate that playground demographics, including the number of boys and girls, the types of games played, and the frequency of interactions, vary widely.P001 features children of both sexes playing a cooperative and inclusive game of soccer and tag, while P002 features only girls playing a competing and exclusive game of skipping and hopscotch.Data on the state, availability, and safety of three different school buildings (F001, F002, and F003) is presented in the table below.Based on the statistics presented, it is clear that there is a wide range of facility quality, accessibility, and security.When compared to F002, which has plenty of usable resources and is completely risk-free, F001 is in a very bad state.
According to the results of this research, societal norms and practices in Northern Nigeria have a major bearing on whether or not girls and women are able to complete their formal education.According to those who took part in the study, women's access to higher education and job advancement are frequently hampered by traditional gender roles and expectations.Economic issues, like poverty and a lack of resources, were also named as obstacles to women's education (Geleto et al., 2018).Gender segregation and unequal involvement in activities may contribute to the perpetuation of gender-based stereotypes and discrimination, as evidenced by observations of classroom and playground interactions (Mabunda, 2020).In spite of these obstacles, attendees stressed the significance of education in advancing the status of women and removing societal constraints.They argued that encouraging women and girls to pursue higher education could help dismantle stereotypical gender roles and advance the cause of gender parity.Participants also indicated that families would have more motivation to invest in their girls' education if they had greater access to economic opportunities and resources.
These results point to the importance of cultural views and practices in shaping women's access to education in Northern Nigeria.Increasing educational opportunities, fostering female equality, and removing economic constraints are all parts of a comprehensive strategy to overcome these cultural obstacles.The goal of this initiative is to help women in Northern Nigeria realize their maximum potential and make positive contributions to the growth of their neighborhoods and the country as a whole.Implications for policymakers, educators, practitioners striving to advance gender parity and expand educational opportunities in Nigeria's North are substantial.The research emphasizes the importance of changing cultural norms that contribute to discrimination against women and prevent them from receiving an adequate education.
The importance of encouraging young girls to pursue an education is highlighted as an important implication of the research (Shahin et al., 2021).Measures in this direction include making it easier for girls to get to and from school safely, as well as offering cash incentives to families to send their daughters to school.The research also highlights the need for campaigns and initiatives at the local level to raise consciousness about the problems with the prevalent notions of gender roles and to encourage change.These programs could work to dispel harmful gender stereotypes and spread inclusive gender standards that help women succeed in school and the workplace (Godsil et al., 2016).The research also suggests that removing financial obstacles for female students is crucial.Scholarships and financial aid for low-income households are one possible intervention here, as is expanding women's access to education and employment.Umubyeyi et al. (2016) poverty and inequality, which frequently restrict women's educational opportunities and support conventional gender roles and expectations, could be alleviated with the help of such initiatives.
The research concludes by emphasizing the value of encouraging women to take leadership roles and join the decision-making table.Efforts in this direction might include pushing for more women to hold places of power in government and other institutions, as well as encouraging more women to get involved in local groups and the political process.It is hoped that more gendersensitive and equitable policies and practices will be created and implemented to aid in women's education and empowerment if more women are in positions of leadership.

CONCLUSION
Cultural beliefs and practices were found to have a significant part in limiting women's access to education and perpetuating gender-based discrimination in Northern Nigeria, according to this study's research.The research used a mixed-methods approach, including surveys, interviews, and observations to identify several key factors, such as poverty, gender segregation, and traditional gender roles and expectations, that contribute to these obstacles.Significant policy and practice implications because they highlight the need for a holistic strategy that takes into account the myriad ways in which women encounter obstacles to their education, including those rooted in their social and cultural backgrounds.It is suggested that economic barriers be removed, gender stereotypes and expectations be tested, and women be encouraged to take on positions of authority and power.While the findings of this study are consistent with previous research studies that have identified cultural beliefs and practices as significant barriers to women's education in developing countries, they also highlight some unique aspects of the cultural beliefs and practices that impact women's education in Northern Nigeria.Specifically, the study found that economic factors play a significant role in limiting women's educational opportunities in the region, and identified gender segregation and unequal participation in

Table 1 .
Participants' Personal Experience with Cultural Beliefs and Practices

Table 2 .
Participants' Perspectives on Cultural Beliefs and Practices Affecting Women's Education

Table 3 .
Participants' Suggestions for Improving Women's Education in Northern Nigeria

Table 4 :
Classroom Observation DataData on class size, teacher gender, student gender, teaching techniques, and interaction patterns were gathered from three classrooms (labeled C001, C002, and C003) and presented in the table below.There is diversity in class size, teacher gender, student gender, and pedagogical approach, as shown by the statistics in the table.Comparing classes C001 and C002, we can see that C001 has a larger class size and relies on lecture and discussion, while C002 has a smaller class size, is instructed by a male teacher, and relies on group work and problem-solving.

Table 5 .
Playground Observation Data

Table 6 .
School Facilities Observation Data