Factors Affecting Career Aspirations of Female Students in Senior Secondary Schools in Kaduna State

Umar Isah Ohimege, Yahuza Muhammed, Murja Ibrahim Danja

Abstract


This study investigates the factors influencing career aspirations among female students in senior secondary schools in Kaduna State, Nigeria. The research aims to explore the relationship between parental expectations, societal stereotypes, and gender roles on these aspirations. Data was collected via a comprehensive questionnaire distributed among female students from various schools in the state. The study posits two objectives: firstly, to examine how parental expectations impact career aspirations, and secondly, to assess the influence of societal stereotypes and gender roles. Two hypotheses were formulated accordingly. A descriptive survey design was employed, with a sample of 397 students selected randomly from the population. Findings suggest that traditional gender stereotypes, limited exposure to diverse career options, and societal expectations significantly affect students' career choices. The study utilized the Questionnaire on Factors Affecting Career Aspirations of Female Students in Senior Secondary Schools in Kaduna State (QFACAFS-KSSSS), consisting of 17 items. Data analysis involved mean and standard deviation for research questions, and t-tests for hypotheses. Results revealed significant mean differences between variables. The null hypotheses were rejected, indicating that parental expectations and societal stereotypes/gender roles do influence career aspirations among female students in senior secondary schools in Kaduna State. Recommendations include implementing career counseling services tailored to gender-specific needs, promoting early exposure to diverse professions, and fostering mentorship programs. Collaborative efforts involving parents, communities, and educational institutions are crucial in dismantling gender-related barriers. A multi-pronged strategy is proposed, encompassing curriculum enrichment, professional development for educators, and creating supportive learning environments. Policy advocacy, gender-inclusive initiatives, and industry partnerships are also recommended. The importance of recognizing and celebrating female role models is underscored to inspire confidence and ambition among students.


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References


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