In many parts of Nigeria, a girl’s worth is often measured by the roles tradition and society have ascribed to her. These expectations which are deep-rooted in culture and passed down through generations can determine not only how she is treated at home but also whether she will sit in a classroom or stay confined within the boundaries of domestic life. While Nigeria has made modest strides toward improving access to education, the lived realities of many girls tell a different story, one where culture becomes a barrier instead of a bridge to their potential.
Nigeria is an incredibly diverse country with over 250 ethnic groups, each with unique customs, traditions, and belief systems. Yet, a recurring pattern across many regions is the belief that girls are best suited for marriage and motherhood, often at the expense of formal education. These beliefs can affect everything from school enrolment and retention to the learning environment itself. The outcome is a persistent gender gap in education, particularly in rural areas where cultural expectations carry more weight than constitutional guarantees.
Data from UNICEF shows that while primary school enrolment rates have increased across the board, girls are still significantly more likely to drop out than boys. In Northern Nigeria, for instance, fewer than 45% of girls complete their basic education, largely due to early marriage, domestic responsibilities, and societal pressure. While poverty and lack of infrastructure are contributing factors, cultural norms remain central to the problem.
One of the most visible ways culture impedes girls’ education is through early or forced marriage. In communities where marriage is seen as a priority for girls, education is viewed as secondary or even unnecessary. Girls as young as 13 or 14 are withdrawn from school to prepare for marriage, effectively ending their academic journey before it truly begins. According to the National Demographic and Health Survey (NDHS), 44% of Nigerian girls are married before the age of 18, with the highest rates in the North-West and North-East zones. Early marriage doesn’t just truncate education; it also places girls at risk of domestic abuse, early childbearing, and long-term health issues. Moreover, it perpetuates the cycle of poverty. A girl who is married off young is unlikely to gain the skills and knowledge needed to participate in the formal economy, leaving her economically dependent and vulnerable.
In many Nigerian households, girls are expected to shoulder a significant portion of domestic duties from cooking and cleaning to taking care of younger siblings. These responsibilities often conflict with schooling, making consistent attendance and concentration difficult. Teachers frequently report that female students are more likely to miss school due to chores or caregiving responsibilities. This gendered division of labour is seldom questioned because it is normalised within the culture. A girl who expresses a desire to prioritise her studies over housework may be perceived as disrespectful or rebellious. The pressure to conform is immense, and many girls internalise these roles from an early age, believing their aspirations are secondary to family needs.
Another cultural issue that contributes to girls’ absence from school is the taboo surrounding menstruation in some rural areasof thecountry. In many communities, menstruation is shrouded in shame and secrecy, leaving girls ill-prepared to manage their periods. The lack of access to sanitary products, combined with the stigma attached to menstruation, often leads to absenteeism. According to a UNESCO report, one in ten African girls misses school during their menstrual cycle, a figure that translates to about 20% of the school year. Teachers and school administrators are rarely trained to support menstruating students, and in some areas, schools lack the basic facilities like private toilets or clean water needed for proper menstrual hygiene. In a culture where menstruation is rarely discussed, girls suffer in silence, often choosing to stay at home rather than risk embarrassment.
Parents play a critical role in a child’s educational journey, and their perceptions are often shaped by the prevailing cultural values of their community. In some regions, families prefer to invest in the education of sons, seeing them as future breadwinners, while daughters are viewed as eventual members of another household. The common phrase, “Training a girl is like watering another man’s farm,” reflects this belief and contributes to the undervaluing of girls’ education. Even when education is encouraged, it may be conditional or short-term. A girl might be allowed to attend school only until a suitor arrives or until her help is needed at home. In such cases, education is not seen as a right but a privilege that can be revoked at any time. This precarious access undermines the girl’s motivation and long-term commitment to learning.
The role of culture in limiting girls’ education is not just a community problem, it is systemic. Schools themselves often reinforce harmful gender norms. Textbooks may depict women in subservient roles while omitting female leaders or professionals. Teachers may unconsciously favour boys in the classroom, assuming they are more capable or ambitious. Without a conscious effort to challenge these narratives, schools can become spaces that mirror the inequalities present in society rather than challenge them.
To address the cultural barriers to girls’ education in Nigeria, change must occur at multiple levels. First, there must be robust community engagement to reshape perceptions around the value of educating girls. Traditional and religious leaders who wield significant influence must be brought on board to advocate for gender equality in education. Policy reforms must also go beyond the surface. While Nigeria has several laws and policies aimed at promoting gender equity in education, implementation remains weak. There should be targeted investments in girl-friendly infrastructure, such as safe transportation, sanitary facilities, and mentorship programmes. Crucially, girls themselves need to be empowered to see education as a right, not a luxury. This can be achieved through role modelling, storytelling, and community-based interventions that highlight the success of educated women who have broken cultural barriers. When a girl sees someone who looks like her succeed, her vision for her own future expands.
Cultural expectations are powerful forces, they shape identities, values, and decisions. But when these expectations limit a girl’s ability to learn, grow, and thrive, they must be questioned and redefined. Education is not merely about reading and writing; it is a gateway to freedom, self-expression, and societal transformation. Nigeria cannot afford to sideline half of its population in the journey toward progress. Empowering girls through education means not just opening classroom doors, but dismantling the cultural barriers that keep them from walking through. Until that is done, the dream of inclusive and equitable education for all will remain just that, a dream.
