1.0 Introduction
1.1 Background of Study
Historically, societal norms and stereotypes have assigned specific roles and professions to males and females, often resulting in gender-based occupational segregation. For example, males are typically associated with careers in engineering, technology, and construction, while females are often linked with teaching, nursing, and administrative roles (Ezeani, 2018). Career choice is a vital decision that shapes an individual’s future path and determines their contribution to society. At the secondary school level, students begin to form perceptions and make initial decisions about their career interests and aspirations. Gender, as a social construct, defines roles and expectations for males and females, which in turn affects their career orientations and ambitions.
According to Olayinka (2016), gender has long been a determining factor in career selection, especially in societies where cultural and societal norms strongly dictate what is deemed appropriate for males and females. It was reported that many students tend to make career decisions not solely based on their interests or abilities, but on societal expectations attached to their gender. For instance, females are often encouraged to pursue nurturing professions such as teaching and nursing, while males are guided towards engineering, politics, and technology-driven careers.
Obasi (2017) asserted that in many developing countries, including Nigeria, deeply rooted gender stereotypes continue to limit the career possibilities perceived by students. These stereotypes are reinforced by parents, teachers, religious beliefs, and media representations, which often present certain careers as gender-specific. Similarly, Adeyemo (2018) stated that students may avoid pursuing careers traditionally associated with the opposite gender due to fear of ridicule or lack of support, thereby narrowing their choices and potentially hindering their full potential.
Nwosu (2019) affirmed that the school environment also contributes to gender-influenced career choices. The availability of gender-sensitive counseling services, teacher attitudes, and subject combinations offered to students often reflect traditional biases. Olaitan (2020) reported that despite growing awareness of gender equality, the impact of gender on students’ career decisions remains significant. The study found that even when students express interest in non-traditional careers, many are discouraged by external pressures. This suggests a need for deliberate interventions aimed at promoting gender-neutral career guidance and support systems.
Career choice is a significant milestone in the educational and developmental journey of students, as it shapes their future roles in society and influences their personal, social, and economic well-being. According to Okafor (2017), career choice refers to the process of choosing a profession or occupation based on personal interests, abilities, values, and the surrounding social environment. Gender, as defined by the World Health Organization (2020), refers to the socially constructed roles, behaviors, expressions, and identities of girls, women, boys, men, and gender-diverse people. It affects how individuals perceive themselves and how they are perceived by society. in the context of career choice, gender often plays a crucial role in shaping students’ aspirations, opportunities, and eventual decisions.
In secondary schools, gender influences can manifest through curriculum exposure, teacher expectations, peer influence, parental guidance, and media portrayals. Girls, for instance, may shy away from science and technology-related subjects due to the belief that such fields are “masculine,” while boys may avoid careers in the arts or caregiving professions for fear of being perceived as weak or unmanly (Adedokun, 2020). This study is set against the backdrop of the persistent influence of gender on the career decision-making process of secondary school students in Nigeria.
1.2 Statement of Problems
Investigation revealed that students are regularly exposed to societal norms and expectations that subtly or overtly shape their career interests based on gender. According to Okonkwo (2016), many students make career decisions not based on their interests or abilities but on societal perceptions of gender-appropriate roles. On the other hand, students who attempt to venture into non-traditional career paths for their gender often face ridicule, or lack of support from parents, teachers, or peers.
Olayinka (2017) asserted that school environments themselves sometimes reinforce these stereotypes through biased counseling or unequal subject offerings. Furthermore, the lack of proper gender-sensitive career guidance is contributing to occupational segregation, which continues to affect national development and gender equality.
Furthermore, the educational system is not fully equipped to counter these influences, as many schools lack trained counselors and gender-equity frameworks that promote balanced career decision-making (Chukwuma and Musa, 2020). It is against this backdrop that this study seeks to examine the extent to which gender influences career choice among secondary school students.
1.3 Purpose of the Study
The purpose of this study is to examine the influence of gender on the career choices of secondary school students, identifying the factors that contribute to gender-based decisions and exploring how societal and institutional practices shape these choices.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the effect of gender on the career choice of secondary school students. In achieving this aim, the following specific objectives were laid out as follows:
- To evaluate the role of parents, teachers, and counselors in reinforcing or reducing gender bias in career choices.
- To identify the societal and institutional factors that contribute to gender-based career decisions.
- To examine the extent to which gender influences students' career preferences.
- To suggest measures that promote gender equity in career guidance at the secondary school level.
1.5 Research Questions
Based on the objectives above, the following research questions will guide the study:
- To what extent does gender influence career preferences among secondary school students?
- What are the societal and institutional factors contributing to gender-based career choices?
- How do parents, teachers, and counselors influence students’ career decisions with respect to gender?
- What strategies can be implemented to ensure gender equity in career choice guidance?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between gender and the career choices of secondary school students
- H1: There is a significant relationship between gender and the career choices of secondary school students
1.7 Significance of Study
The outcome of this research will assist educators and school counselors in developing more effective, gender-sensitive career guidance programs that encourage students to explore a broader range of career options, free from traditional limitations. It will also promote awareness among teachers and administrators on the importance of providing equal opportunities and motivation for all students, regardless of gender.
Furthermore, the study will be valuable to policymakers and curriculum developers by providing evidence-based recommendations for integrating gender equity into educational planning and policy. In addition, the findings will help reveal the extent to which societal expectations, stereotypes, and cultural norms shape students’ perceptions of suitable careers based on gender.
Finally, the study will serve as a reference for future researchers interested in exploring the broader implications of gender on education and workforce development, thereby contributing to the growing body of literature on gender equality in education.
1.8 Scope and Limitations of the Study
This study is limited to selected public secondary schools in Lagos State, Nigeria. It will examine the influence of gender on students' career preferences within this geographic and institutional context.
The study will not cover private schools or students outside the SS2–SS3 levels. Limitations include possible delays in data collection due to school schedules, and the responses may be influenced by students’ willingness to express honest opinions.
1.9 Definition of Terms
Gender: Gender refers to the socially constructed characteristics, roles, and behaviors that a society considers appropriate for males and females (WHO, 2020). In this study, gender is viewed as a factor influencing career perception.
Career Choice: Career choice is the process by which individuals select a profession or occupation based on interests, values, and personal strengths (Okafor, 2017). It is a major life decision that begins to form during secondary school.
Secondary School Students: These are students enrolled in the junior or senior levels of secondary education, typically between ages 12 and 18. In this study, focus is placed on senior secondary students (SS2 and SS3) as they are closer to making career decisions.
Gender Stereotypes: These are oversimplified beliefs about the characteristics of males and females, which often limit the roles and careers they are encouraged to pursue (Obasi, 2017).
Career Counseling: Career counseling involves guidance provided by professionals to help individuals understand their abilities and interests in choosing suitable careers (Adeyemo, 2018).
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