Factors Hampering Female Students’ Education in Maiduguri Metropolis

Umar Kyari Abuna
Registry Department, Nigerian Army University Biu, Borno State, Nigeria.
Email: umar.abuna@naub.edu.ng, umarkyariabuna@gmail.com
Phone: +234-8065121254
Abstract
The education of female students is globally recognized as a cornerstone of national development,
contributing to improved health outcomes, poverty reduction, enhanced labor productivity, and
stronger community participation. Despite this, gender disparity in education persists in many
developing contexts, particularly in Northern Nigeria. This study investigates the factors hampering
female students‘ education in Maiduguri Metropolis, Borno State. Using a descriptive survey design,
data were collected from parents of female students across four secondary schools through structured
Likert-scale questionnaires. Findings reveal that socio-cultural norms, economic challenges, parental
educational background, early marriage, inadequate infrastructure, and insecurity significantly affect
female students‘ access to and retention in schools. The study further shows that while parents
generally recognize the benefits of female education, deep-rooted cultural practices and poverty
continue to hinder progress. The paper concludes that targeted policy interventions, community
sensitization, and improved educational infrastructure are essential to close the gender gap in
education within Maiduguri Metropolis.
Keywords: Female Education, Gender Disparity, Socio-cultural Barriers, Parental Attitudes,
Maiduguri Metropolis
Introduction
Education has long been acknowledged as a critical driver of individual and societal
development. Beyond imparting literacy and numeracy, education fosters social mobility,
enhances economic productivity, and strengthens civic participation. In particular, the
education of girls is widely recognized as a multiplier for development: educating a girl
means educating a family, and by extension, strengthening a community and nation.
According to UNESCO (2003), female education contributes to improved maternal and
child health, reduced fertility rates, enhanced labor market participation, and greater
political empowerment. Despite these benefits, gender disparity remains a pervasive
challenge. Globally, two-thirds of the world‘s illiterate adults are women (UNESCO, 2019),
and in Sub-Saharan Africa, millions of girls are excluded from basic education due to
poverty, cultural norms, and structural inequalities. In Nigeria, disparities are most
pronounced in the northern states, where socio-cultural practices, early marriage, and
religious interpretations continue to undermine female education (Ayo-Sobowale, 2006).
The situation in Maiduguri Metropolis, Borno State, is further compounded by years of
insecurity resulting from the Boko Haram insurgency. Schools have been destroyed,
communities displaced, and fear of abduction has discouraged parents from sending girls to
school. Consequently, female students in Maiduguri face multiple barriers that threaten their
educational attainment and future life chances.
The present study was designed to investigate the factors hampering female students‘
education in Maiduguri Metropolis. It specifically examines parental attitudes, socioeconomic and cultural influences, and institutional constraints that shape girls‘ access to