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Summary
Gender disparity limits girls' access to education, healthcare, and opportunities, reinforcing harmful cultural norms and systemic inequalities that hinder their potential. As such, this requires efforts to prioritise girls until they are no longer marginalised to achieve gender equality and equal rights for all.
Why do girls face greater challenges in life simply because they are girls? This is the reality for countless girls and women around the world. Gender disparity is not just a statistic; it is a daily struggle for girls who are denied education, healthcare, and opportunities to succeed. While boys often benefit from societal structures and expectations, girls are left to bear the brunt of inequality, from limited educational access to increased domestic burdens.
Days ago, a lady reposted a tweet saying that, as her act of feminism, she chooses to pay for girls anytime she is on public transport. This sparked a wave of reactions, including men sending her death threats, cyberbullying, and other forms of abuse. Many argued that it would be fair to pay for all children regardless of gender. However, this perspective overlooks the fact that young girls need more support and attention due to their systemic challenges. That is the essence of feminism, addressing the inequalities that disproportionately affect girls and women.
Gender disparity refers to the unequal treatment and opportunities individuals face based on their gender, with girls overwhelmingly on the losing end. In early childhood, boys and girls often have similar access to life-saving immunisations and preschool education. Developmentally, girls are just as likely, if not slightly more, to be on track as boys during these formative years. However, as they transition into adolescence, gender disparities begin to emerge, thereby altering the trajectory for girls.
Education remains one of the most glaring areas of gender disparity. According to UNESCO, 129 million girls worldwide are out of school due to factors such as early marriage, poverty, and cultural norms, which make them abandon their education. In contrast, boys are more likely to receive support to pursue higher education.
In the history of female education in Nigeria, of the 25 secondary schools established by 1920, only three were for girls, with the rest being for boys. By 1949, out of 57 secondary schools, only eight were exclusively for girls. By 1960, the number of girls’ schools had increased to fourteen, while boys’ schools numbered sixty-one, with ten mixed-gender schools. The missionary schools were initially focused on educating boys, which was in line with the belief that men were to become breadwinners and leaders. As a result, women’s roles were confined to the home, and early missionary schools often offered girls a curriculum focused on domesticity and basic literacy.
Additionally, girls are more likely than boys to be denied educational opportunities. In many low-income countries, families prioritise boys’ education, perceiving it as an investment with higher returns. This disparity limits girls’ opportunities to acquire skills, gain financial independence, and break the cycle of poverty.
Health disparities are also deeply entrenched. In many societies, boys receive better nutrition, healthcare, and attention, while girls often face neglect, leading to higher rates of malnutrition and preventable diseases. Girls, who carry vital roles in society and have unique biological needs, are often not given adequate attention or support. For instance, there are limited support structures in place for girls when they begin menstruation, leaving many without the necessary resources and care.
Girls also often grow up in environments that undervalue their ambitions, pushing them into lower-paying, less prestigious roles. This also discourages them from pursuing male-dominated fields or leadership roles. This unequal environment not only restricts individual potential but also hinders economic growth.
Cultural norms in patriarchal societies reinforce gender disparities by assigning boys roles of power and authority while confining girls to caregiving and domestic responsibilities. Boys are also often favoured for positions such as class captain and senior prefects, while girls are used as assistants.
From a young age, girls are taught to prioritise others’ needs, sacrifice their ambitions and conform to submissive roles. They are often expected to perform domestic duties such as cooking and cleaning, tasks that are not commonly assigned to boys. This unequal distribution of domestic duties reinforces the idea that these tasks are inherently “female” responsibilities, sidelining boys from acquiring skills like cooking and cleaning.
However, cooking, cleaning, and managing a home are essential life skills that benefit everyone, regardless of gender. By denying boys the opportunity to participate in these tasks, society not only perpetuates the burden on girls but also deprives boys of valuable competencies they will need in adulthood. This unequal division of labour perpetuates stereotypes, limiting girls’ aspirations and denying boys valuable life skills.
Gender disparity is a glaring issue that cannot be solved by denial. Uplifting girls is not unjust towards boys because they already enjoy opportunities over their female counterparts. In all, conscious efforts to uplift marginalised groups like girls will help achieve gender equality that benefits everyone, fostering innovation, economic growth, and societal harmony.
