Assessement of Women Participation in Science and Technical Education (A Case Study of Umar Shinkafi Polytechnic, Sokoto, Sokoto State)

Abstract 

An assessment of women in science and technical education in Nigeria was carried out to serveas an appraisal for their participation and representation irrespective of gender and treed. Science and technical education is the most powerful force for change in the world today, and women who hope to have a hand in shaping a better future must participate for the advancement. Socio-cultural antecedents over the years have been the dominate factor of women in adequatere presentation in the field of science and technical education. Three theories were used in thepaper namely; labeling, conflict and feminist theories. All the theories considered women as a minority and venerable group that required global attention especially in the science and technical education. Feminist theory believed women are segregated and sidelined in the scheme of things especially in science and technical education while the advocate of the conflict theory believed that women have experience discrimination in education and this discrimination placed women in disadvantaged position in the stratified system and the labeling theory believed that women are brought up to believe that science and technical education is meant for boys because it is difficult and abstract while women are to go to arts and commercial subjects. 

Factors militating against women participation in science and technical education include socio-cultural beliefs, gender prejudice, religious constraint and lack of recognition; discrimination against female graduate of technical education among others. The paper therefore recommends organization of career and guidance and counseling talk in girl’s school across Sokoto State and also government and well meaning Nigerians to establish Science and Technical schools for women/girls only.