Evaluation of Gender-Based Discrimination in Secondary School Science Education in Kano State

Gender-based discrimination in science education perpetuates occupational segregation and limits Nigeria's science and technology development potential by excluding girls from STEM pathways. This study evaluates the manifestations and drivers of gender discrimination in science education in public secondary schools in Kano State. A mixed-method design was employed, with structured questionnaires administered to 200 science teachers and 180 female science students across 20 schools in Kano Municipal, Dala, and Nasarawa Local Government Areas. Data were analysed using mean item scores, chi-square tests, and thematic analysis. Findings reveal that female science students are systematically discouraged from physics and further mathematics by teacher attitudes that associate high-level science achievement with masculinity. Laboratory access for girls is restricted in several schools during non-supervised hours due to perceived safety concerns. Parental expectations that girls will discontinue science education at marriage reduce girls' academic motivation. Female science teachers are significantly underrepresented, reducing role model availability for girls. Recommendations include mandatory gender equality training for all secondary science teachers, recruitment incentives for female science teacher candidates, and recognition schemes for female science achievers at state level. This study enriches gender and science education literature in North West Nigeria. Keywords: gender discrimination, science education, secondary school, Kano State, STEM