ABSTRACT
This chapter provides a gender overview and analysis of the science textbooks and the field data, with recommendations on curricula revisions and methods to increase gender parity in Nsukka Secondary Science Education. Findings from the analysis of the field data interviews with individual teachers revealed 57 percent of the teachers believed girls did better in science courses. Gender inequality is widespread throughout Nigeria. Analysis of Secondary Senior science textbooks found a total of 57 specific depictions of gender, eight of which were of females and 49 of which were of males. Conversely, girls are confronted with gender inequality at school – particularly in science and technology – ranging from teacher attitudes to the curriculum. Teachers in the focus group interviews were asked a second question, how they addressed gender differences in their classes. Four of the five teachers from the Alor Uno group shared positive and negative ways they addressed gender differences.
