Gender, household headship and children’s educational performance in Nigeria: debunking the myth of poor performance in female-headed households

Funmi Bammeke


This study examines how gender interacts with household headship to influence children’s educational performance. It evaluates the educational performance of children in senior secondary schools in Lagos, Nigeria by whether they live in male or female-headed households. The study shows no significant statistical difference in the performance of children in male and female-headed households, but shows that parents’ educational level, especially women’s formal education, influences their children’s educational performance. The study reveals that children’s educational performance is also dependent on support factors in the household. It also shows that though women heading households without partners may experience more constraint in terms of resources, they often strive to ensure that their children do not fulfill society’s expectation of poor performance. The study concludes on the need to empower household heads if their children must access knowledge, an important measure of human development.


Gender, household, household headship; Children; Educational performance

Full Text:




  • There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

ISSN 2308-7854 (online); ISSN 0850-5780 (print)

Powered by OJS and hosted by Stellenbosch University Library and Information Service since 2013.


This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help