GENDER IDEOLOGY, SELF CONCEPT AND PARTICIPATION IN ADULT LEARNING PROGRAMMES AMONG BENIN WOMEN IN EDO STATE, NIGERIA

Women, as adult learners, engage in educational experiences to enhance their personal lives, family well-being, and support national development. However, observations suggest that they often encounter challenges that hinder their commitment to learning programmes. While it is unclear whether these challenges are unique to women, it is likely, given the complex and demanding roles they traditionally hold in African society. To guide the study, four research questions were raised and one hypothesis were formulated. The study adopted the descriptive survey research design. The population of the study consisted of 406 women of the Benin ethnic group, who are participants in adult learning programmes. The entire population was used for the study because of its manageable size. A questionnaire was used for data collection which was validated by three experts and the reliability was established using Cronbach Alpha formulae yielding a reliability coefficient of 0.71. Data gathered for the study were analysed using Mean (x), Standard Deviation and Pearson Product Moment Correlation Coefficient (r). Findings of the research showed that gender ideology exists among the Benins and that there was a significant and positive relationship among gender ideology, self concept and participation in adult learning programmes among Benin women. Based on the findings, it was recommended among others that cultural institutions should deliberately begin to refrain from gender expectations that influences negative self concept especially among the female gender that can impede participation in alternative education like adult learning programmes in later life.