Socio-cultural Determinants of Students’ Knowledge of Gender Roles in Agriculture: Evidence from a Nigerian Tertiary Institution
Olasunbo Kafilat Jubreel *
Department of Agricultural Extension and Rural Development, Ladoke Akintola University of Technology Ogbomoso, Oyo State, Nigeria.
Ojediran Janet Temitope
Department of Agricultural Extension and Rural Development, Ladoke Akintola University of Technology Ogbomoso, Oyo State, Nigeria.
Deborah Tosin Fajobi
Department of Agricultural Economics, Ladoke Akintola University of Technology Ogbomoso, Oyo State, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
Background: Gender roles in agriculture can potentially influence participation, decision-making, and career orientation among youths. Understanding learners’ perceptions and knowledge of gender roles is key for promoting inclusivity and equality, especially in the agricultural sector.
Aims: The study to describes the socio-economic characteristics of the participants, examine the learners' knowledge and perceptions of gender roles in agricultural production and identified social factors influencing learner’s knowledge of gender roles.
Study Design: Respondents were sample purposively to capture learners of Agricultural sciences. Primary data were obtained from 349 participants using Google form through the departmental WhatsApp groups.
Place and Duration of Study: The study was carried out in a Nigeran University.
Methodology: This study adopted a descriptive survey design at Ladoke Akintola University of Technology. The population comprised 469 Open and Distance Learning students in Agricultural Economics and Agricultural Extension and Rural Development. A total of 349 respondents (74.4%) were purposively selected. Primary data were collected using a structured questionnaire administered through WhatsApp groups via Google Forms. Data were analyzed using descriptive and inferential statistics.
Results: Results: Findings revealed that the mean age of respondents was approximately 22 years. Most respondents were single (76.5%), in their final year of study (55.2%), and had family members engaged in farming (78.5%). More than half (60.5%) demonstrated positive perceptions of gender roles, while 55.9% had high knowledge of gender roles in agriculture. Ethnic group (p = 0.024), prior exposure to gender-related courses (p = 0.028), peer influence (p = 0.010), media representation (p = 0.002), and family roles (p = 0.017) significantly influenced respondents’ knowledge of gender roles. However, place of residence outside school (p = 0.086) and cultural practices (p = 0.074) showed only marginal influence on learners’ knowledge of gender roles.
Conclusion: The study concludes that social and educational factors significantly shape learners’ knowledge and perceptions of gender roles in agriculture. Therefore, it is crucial for National Orientation Agency, Ministry of Agriculture and universities to create platforms for sensitization and mentoring of students to improve their knowledge of inclusivity, fairness and equality. This will ensure that the sustainable development goal number 5 is holistically addressed without neglecting the future policy makers.
Keywords: Knowledge, gender roles, agriculture, education, equality