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Gender and education In África: the case

choice of the choice of baccalaureate studies

in Ecuatoguinean educational centers

Género y educación en África: el caso de la elección

de los estudios del bachillerato en los centros educativos

ecuatoguineanos

Pedro Bayeme Bituga-Nchama

Universidad Nacional de Guinea Ecuatorial,

Facultad de Humanidades y Ciencias Religiosas de Bata, Departamento de Humanidades

pedrobayeme@gmail.com

https://orcid.org/0000-0003-2310-5879

Bonifacio Nguema Obiang-Mikue

Universidad Nacional de Guinea Ecuatorial,

Facultad de Humanidades y Ciencias Religiosas de Bata, Departamento de Humanidades

bonifacio.nguema06@gmail.com

https://orcid.org/0000-0001-7905-1246

Rebeca Nsuru Ondo-Mibuy

Universidad Nacional de Guinea Ecuatorial,

Facultad de Humanidades y Ciencias Religiosas de Bata, Departamento de Humanidades

pedjimnsu@hotmail.com

https://orcid.org/0000-0002-3301-5888

(Received on: 06/02/2024; Accepted on: 10/03/2024; Final version received on: 21/05/2024)

Suggested citation: Bituga-Nchama, P.B., Obiang-Mikue, B.N. y Ondo-Mibuy R. N. (2024).

Gender and education In África: the case choice of the choice of baccalaureate studies in

Ecuatoguinean educational centers. Revista Cátedra, 7(2), 162-180.

Abstract

This research focuses on the gender and education approach in Africa, as one of the main

scenarios where the difficulties of access to education are registered, prioritizing more the

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training of boys to the detriment of girls. In order to better understand this issue, the

analysis is focused on the specific case of the choice of high school studies in Equatoguinean

schools. There is evidence of a division of the student body when it comes to choosing the

branches of the baccalaureate, with students opting for the science or technology branch,

while female students opt for the arts or humanities. As for the methodological aspects, the

use of descriptive research based on the quantitative method was deemed necessary. This

was chosen because the object of study is expressed in percentages. The population studied

is Equatorial Guinea with a representative sample made up of educational centers under

study, such as the Colegio Privado Nuestra Señora de Bisila de Nkolombong; Centro

Educativo Madre Catalina II; Centro Privado la Divina Pastora; INES Carlos Lwanga; INES

Padre Joaquín María Sialo, all in the city of Bata (mainland). And, the Nostradamus Private

Center of the city of Malabo (insular part). One of the main conclusions is that girls opt more

for the letters branch because hypothetically, this is related to feminine stereotypes, i.e.

easy. Therefore, it is recommended to the students to show their cognitive skills regardless

of sex.

Keywords

Baccalaureate, educational centers, education, gender, specialty

Resumen

Esta investigación se centra en estudiar el enfoque de género y educación en África, como

uno de los principales escenarios donde se registra las dificultades de acceso a la educación,

priorizando más la formación de los niños en detrimento de las niñas. En este sentido, para

comprender mejor esta temática, se ha centrado el análisis en el caso específico de la

elección de los estudios del bachillerato en los centros educativos ecuatoguineanos. Se

evidencia una división del estudiantado a la hora de elegir las ramas del bachillerato, donde

los estudiantes optan por la rama de ciencias o tecnología, mientras que las estudiantes

optan por las letras o humanidades. En cuanto a los aspectos metodológicos, se ha visto

necesario el uso de la investigación descriptiva basada en el método cuantitativo. Ésta se ha

elegido porque el objeto de estudio se plasma en porcentajes. La población estudiada es

Guinea Ecuatorial con una muestra representativa constituida por centros educativos

objetos de estudio, como el Colegio Privado Nuestra Señora de Bisila de Nkolombong;

Centro Educativo Madre Catalina II; Centro Privado la Divina Pastora; INES Carlos Lwanga;

INES Padre Joaquín María Sialo todos de la ciudad de Bata (parte continental). Y, el Centro

Privado Nostradamus de la ciudad de Malabo (parte insular). Una de las principales

conclusiones es que las chicas optan más por la rama letras porque hipotéticamente, ésta se

relaciona con estereotipos femeninos, es decir, lo fácil. Por lo tanto, se recomienda al

estudiantado mostrar sus aptitudes cognitivas sin importar el sexo.

Palabras clave

Bachillerato, centros educativos, educación, género, especialidad.

1. Introduction

The purpose of this study is to show how the gender perspective influences high school

students in Equatorial Guinea when they opt for the branches of study offered by the

educational system of this country, such as Humanities, Science and Technology. Each of

these fields of study clearly shows the preferences of one or the other according to gender.

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As in other areas, such as social, economic, political or cultural, the educational context has

not been exempt from the inequalities that exist between men and women, which allow the

masculine to be seen as the most perfect to the detriment of the feminine.

If gender marks the differences of what each society considers to be for men and women,

the school as an agent of socialization tends to reproduce these same patterns of behavior

assumed by the culture in which they are carried out.

In Africa, the proportion of women in primary education is 60%

compared to 68% for men. In secondary education, the proportion is 11%

for women and 21% for men. The exit of women from school in the

middle and upper reaches is very high, due to early marriage, pregnancy,

need to help or take care of household chores, performance of paid

activities, subsistence agricultural work, water and firewood collection,

care of younger siblings, etc. (Herrera-Santana et al., 2017, p. 119).

The problem of this research thus lies in the division that exists between girls and boys

when it comes to choosing the branches of study of the baccalaureate. Although the

Equatoguinean educational system is the result of the colonial education introduced by the

Spaniards during their occupation of Spanish Guinea, there is still a clear division in the

educational field, with girls opting more for the humanities, which they consider easier and

more gender-specific, while science and technology are more difficult for men.

Taking into account that the choice of the branches of study of the baccalaureate involves

several factors such as the vocation of the students themselves, the influence of peers or the

existence of social references, gender is very accentuated in this whole question.

According to Bidaurratzaga-Aurre (2012) estimates that:

The factors of gender, income and location often combine with others

related to language, ethnicity or different types of disabilities, generating

a set of barriers that hinder the entry into the formal education system of

the most vulnerable groups (p. 35).).

The phenomenon of analysis of this study leads us to defend the following thesis: Despite the

initiatives undertaken at the social level to achieve gender equality in all areas, in education

still remain gender stereotypes that lead students to opt for a particular branch according to

their gender, so that girls are more inclined to the humanities or social sciences, while boys are

of technology or science.

Education in African educational systems faces many precariousnesses, as higher education

is not always guaranteed, especially for girls. Those who succeed must face stereotypes of

all kinds disseminated by the patriarchal structure of their societies. This study is positioned

as an answer to understanding the division that exists in high school between girls and boys

when it comes to choosing the different routes.

The school is not an isolated entity from society, so it tends to reproduce the patterns of

behavior that are installed in it. This happens especially in precarious educational systems

where there is no deep analysis of it. That is why, sometimes, adolescents have many

difficulties to finish high school. Moreover, it is not an isolated fact that "some young women

fear being considered 'unfeminine' if they pursue a university career 'for men' or if they

excel too much in masculine subjects" (Barmeosolo-Beltrán, 2010, p. 97). This argument is

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what sometimes leads girls to always be in the humanities or social sciences, they seem to

be in a sempiternal status quo, as is the case in Equatoguinean schools.

Based on the above, the research questions posed in this article are: does gender influence

the choice of baccalaureate studies? is the humanities branch more chosen by girls? why are

the science and technology branches considered as a particular choice for boys? what are

the employment difficulties faced by girls?

The theoretical framework of this subject is very little developed, especially at the national

level. However, the existence of an international literature is what allows an approach to a

holistic understanding of the influence of gender on the choice of branches of study of high

school students, based on the analysis of schools in Equatorial Guinea.

The methodology used is fundamentally descriptive. The reasons for the choice of this

methodology are numerous. First, it is the one best suited to this type of study and, secondly,

because, according to Tamayo and Tamayo (2003), descriptive research is that which

"involves the description, recording, analysis and interpretation of the actual nature,

composition or processes of phenomena. The focus that is made on conclusions is dominant,

or how a person, group or thing, leads to functions in the present" (p. 54). Therefore, this

research best fits the methodology stated ut supra.

According to the internal structure of this article, it is divided into sections: in section 1,

introduction where the reasons for the research are explained; section 2, literature review

on the subject under study for its justification and theoretical foundation; section 3, defense

of the thesis that is carried out; section 4, description of the methodology and the analysis

and discussion of the results, finally there are the main conclusions, the limits and future

lines that are opened with this research.

2. Literature review

The issue of education in Africa is not a trivial one, just as it is not to consider that gender is

currently present in the analysis of education. In African countries, education systems seem

to be even more complex because they represent watertight projects that do not benefit the

majority of their populations. Therefore, it can be said that the fight against illiteracy

continues to be a necessary task in Africa because of “the existence of 77% female illiteracy,

compared to 51% male illiteracy” (Sanz-Martin, 2011, pp. 62-63).

For this purpose, implementing gender equality policies in education is one of the

commitments of the leaders of the African Union. Evidence of this is the following

regulations: the Protocol to the African Charter on Human and Peoples' Rights on the Rights

of Women in Africa (2003), the Solemn Declaration on Gender Equality in Africa (2004) and

the African Women's Decade 2010-2020 proclaimed in 2009, among others. All of this is

aimed at achieving inclusive education.

In this regard, African education systems have emerged in imitation of Western countries,

their former metropolises, as happened in Equatorial Guinea, which ended up imitating or

badly plagiarizing the Spanish education system, even though they are two totally different

countries.

As pointed out by Sanz-Martín (2011)

In Africa, the proportion of women in primary education is 60%

compared to 68% for men. In secondary education, the ratio is 11% for

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females and 21% for males. The exit of women from school in middle and

upper secondary education is very low in Africa due to early marriage,

pregnancy, the need to help or take care of household chores,

performance of paid activities, subsistence agricultural work, collection

of water and firewood, care of younger siblings, etc. (p. 63).

Therefore:

This situation leads to illiteracy, with very serious consequences, so much so

that they can endanger the lives of those who suffer from it. They will live in

more desperate poverty and in a worse state of health than those who have

access to the competencies, skills and abilities provided by education (Sanz

Martín, 2011, pp. 62-63).

It is not even easy to carry out a comparative analysis within the African education systems

themselves, as they are heterogeneous in all respects. At the international level, there is

really little interest in studies related to education in Africa. Therefore, the theoretical

framework of this issue is difficult to access.

Nevertheless, the studies cited in this research highlight the need to apply the gender

approach in African educational policies. That is the real sense in which this research is

oriented. Before talking about digital or virtual education, there is still a large number of

children who do not even have desks to write on. Education is not static, but it continues to

be a privilege for a few. Evidently, it is a right that can be guaranteed to all people, but if it

is not supported by public policies that are inclusive of all, then we will have a large part of

the population with a low level of education, with the majority being women.

The term gender was reserved “to designate the cultural elaboration of the feminine and

the masculine” (Maquieira, 2001, pp.127-190). Nor is it limited to the biological differences

that exist between men and women. Its presence goes beyond, it is imprinted in the very

structure of societies. It is a matter of abandoning veteropatriarchal schemes in education

in order to form free men and women where their aptitudes are the starting point of

everything, distancing ourselves from any hint of discrimination solely on the basis of sex.

The transformation of educational systems is still necessary, but even more so where living

conditions are difficult and the gender gap that exists in education is visible. It should be

recognized, therefore, that “the issue is complex, as it seeks not only women's access to

higher education, but also to transform the social conditions that have kept them

subordinated” (Zapata and Ayala, 2014, p. 7). Education must first be educated recognizing

that girls have not always been given the same prominence as boys. Gender stereotypes and

sexist behaviors have collapsed education; however, in a world more open to equality

policies, that type of thinking is now obsolete. Nevertheless, it is worth recognizing that

more challenges remain. In general, the baccalaureate corresponds to a stage of higher

education, i.e. the prelude to university studies, where students must choose the field of

study in which they are most interested or where they see themselves as most qualified.

Objectively, the choice is voluntary, but one cannot avoid thinking that it is conditioned by

the students' perspectives on their social context. Thus, for example, girls choose the social

sciences or the humanities, while boys opt for the natural and health sciences, or in their

case, engineering.

A wide variety of studies have demonstrated the gender differences that

originate in relation to the preferences shown by the various opinions

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that must be chosen at the end of compulsory studies. It has been pointed

out that girls mostly choose the Humanities and Social Sciences

Baccalaureate, while boys are in the majority in the technological option

(Rodríguez-Menéndez et al., 2006, p. 240).

With this way of understanding education, the conditions of access or choice will always be

biased and collapsed. This prevents the existence of a real principle of equality, at least in

this context, because “when mathematics, physics or chemistry are called ‘hard sciences’,

they would be somehow assimilated to the ‘masculine’, while literary or artistic expression

would be a ‘feminine’ field-although certain disciplines more than others” (Morgade, 2001,

p. 59). The baccalaureate comprises the first and second year, where students are trained

in the area that they will later broaden with university studies. There is a historically

widespread fear, probably to keep girls out of science careers, that they are seen as difficult

because they require a lot of thinking. Evidence of this is that there is very little female

presence in engineering or technology careers, precisely because many girls are

discouraged from high school and accept the status quo of the humanities.

The different mechanisms or actions aimed at implementing an education based on the

principles of equality are still a great challenge in the world. In underdeveloped areas such

as Africa, schooling is a privilege. Studying is not an option because living conditions are

very low and education is highly privatized with exorbitant economic costs. Although many

countries declare themselves open to policies of equality in education, this is still far from

being a tangible reality. In fact, “(...) it is not enough to declare equal treatment, when in

reality there is no equality of opportunity” (Begné, 2011, p. 14). We are witnessing a

condition that is highly institutionalized because the difficulties in education are not trivial,

but are due to the same socio-cultural structure of each context. It is no coincidence that

there is a division in the choice of fields of study in higher education, and that the tendency

is always for women to end up studying the so-called easy sciences, which include the

humanities. Outside any Western context, education is an area where the female presence

is very low, Africa itself is an example of this, where social inequalities only aggravate this

situation.

Despite pointing out in this research that gender is one of the factors influencing the choice

of branches of study in higher education, it is actually not the only factor. However, it must

be recognized that the patriarchal system of several African societies, such as

Equatoguinean society, makes gender the main factor that greatly influences education. In

other words, the fact that you are a girl makes you more likely to fail in school, as opposed

to what happens with boys.

Following the previous approach, Meena (2009) affirms that:

Gender is another relevant factor of inequality; especially in higher

education in the sub-Saharan area. The most prominent aspects

influencing gender disparity are: social and cultural norms; poverty;

domestic chores; distance between home and school; lack of female role

models in education; lack of professional ethics; and the tension between

formal and religious education (p. 103).

All of the above aspects help to perpetuate inequalities in the field of education, where most

African education systems are confronted with this reality. The need for public funding is

evident; however, there are still major obstacles to solving this issue. Gender and education

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are two issues that are present in all education systems, as the differences that persist in

access to education are clearly visible.

3. Thesis defense

The thesis is presented as follows: Despite the initiatives undertaken at the social level to

achieve gender equality in all areas, in education still remain gender stereotypes that lead the

student body to opt for a certain branch according to their gender, being so that girls are more

inclined to the humanities or social sciences, while boys are technology or science. However,

one of the issues that should be clear when dealing with this kind of research is that:

Conducting an analysis of the education system from a gender approach

involves paying attention to the causes and consequences of gender

inequality in access and completion of studies, but also in the process and

in the system as a whole (Martínez-Martín, 2015, p.74).

In Africa, in general, the gender approach is necessary in educational policies if we want to

achieve a development that leaves no one behind. As indicated in the introductory part, this

research focuses on the analysis of gender and education in Africa, based on the study of the

choice of baccalaureate study branches in Equatoguinean schools. It is not, therefore, a

study of the Equatoguinean educational system, but rather a study of how gender influences

the choice of baccalaureate courses.

Equatorial Guinea is a Central African country that was colonized by Spain, gaining its

independence in 1968. Education is a fundamental right guaranteed to all citizens without

distinction of sex, gender, ethnicity or race, as stipulated in Article 24, paragraph 1 of the

current Fundamental Law of Equatorial Guinea. It is a concept composed of two words of

Latin origin, educere and educare, both of which always imply instruction or guidance to

the person for their cognitive training. It should be noted that the Equatoguinean Education

System has undergone several modifications, with the ultimate purpose of bringing it into

line with international standards of Education Systems. As mentioned above, there is not

much research on African education systems in general, so it is difficult to find a theoretical

framework to show the different problems of the Equatoguinean education system.

However, one of the researches carried out on this issue points out that the Equatoguinean

education system “is organized in levels and modalities. There are four levels of education:

preschool education, primary education, secondary education and higher education. The

modalities of secondary education are the baccalaureate and vocational training” (Dyombe,

2009, p. 7).

The chosen modality is the baccalaureate, considered as the prelude to university studies

or vocational or occupational training. It is a very recent modality in this educational

system, so in quantitative terms we can say that it is recent, although it has been changing.

All Equatoguineans must go through this modality once they have passed secondary

education, which ends with the fourth year of ESBA (Compulsory Basic Secondary

Education). Education in Equatorial Guinea is only compulsory and free at the primary level,

although this free education is only provided in public schools, because in private schools

this does not occur in this way. It is necessary to clarify this issue because it is possible to

think that education is free in Equatorial Guinea.

Within this analysis, it is impossible not to highlight the fact that primary, secondary and

higher education is more expensive than university studies. The National University of

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Equatorial Guinea is very cheap at the level of the Central African sub-region, a way for the

Government to undertake education policies for all, because it is understood that “school

education in Equatorial Guinea must take into account the socio-cultural reality of the

Equatorial Guineans; the anthropological and psychological dimension of the learner must

be a concern of the school” (Nguema-Nkié, 2022, p. 14).

In contrast to the approach of the previous quote, without inclusive education, based on the

principles of equal access to the same rights, school education cannot result in the

development of human beings. All citizens must have access to education and it is the job of

governments to guarantee this right. Not having sufficient income to pay for schooling

should not prevent people from being educated, because at all times public institutions must

assume their role of facilitating access to education for all social strata. In many parts of the

world there are problems in terms of access to education; however, it must also be

acknowledged that:

On the African continent, access to higher education is limited for the

majority of citizens, but Sub-Saharan Africa is the region with the lowest

gross enrollment rate in higher education in the world (5%) (UNESCO,

2009, p. 8).

Higher education cannot take place if not even primary education, the most fundamental

education, has been guaranteed. Now, to return to the question of the choice of the branches

of study in Equatoguinean schools, it is essential to understand the notion of the

baccalaureate, i.e. how it functions in this educational system. The baccalaureate is a two-

year course of study: the first and second year of the baccalaureate. In other words, in the

context of the Equatoguinean context:

The baccalaureate has as its objective the humanistic and technical

training that allows the student to join the productive work, to integrate

socially and to be oriented to continue higher studies. This modality has

four options which are the four branches of studies: Science, Humanities,

Technology and Arts. All the branches have core, elective and specific

subjects; let's see it: *Core subjects: Spanish language, French language,

social-civic formation, physical education and sports, etc. *Electives:

English language, religion, music, vernacular languages, etc. *Specific:

Mathematics, physics, chemistry and drawing in the branch of Science

and Technology and Latin, Greek, philosophy, history of art in the branch

of Humanities (Dyombe, 2009, p. 8).

Generally, in Equatorial Guinea, the most common way of referring to the branches of study

of the baccalaureate is to speak of sciences and letters, which is the most common way of

referring to the branches of study of the baccalaureate. Depending on the needs or

influences of all kinds, students choose one of the options. Traditionally, the branch of

science is by antonomasia the space occupied by boys, while the letters are occupied by

girls. This is a distribution where gender becomes one of the components of the choice of

branches, because the very veteropatriarchal structure imposed or rooted in society allows

it, since there is an erroneous conception that makes one think that letters are the field

where girls would perform better because they are easy, while future engineers,

mathematicians or physicists are for men due to their rigorousness that requires mental

aptitudes that girls lack. This thinking is the result of the way society is structured and,

based on this, a curriculum is also designed to expel girls from the sciences.

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Legally there are no obstacles in access to careers, but even today there

are still differential socialization processes that lead to a "masculine

mystique" or an "androcentric bias" in science, induce optimal curricular

itineraries for male and female students and finally influence career

development and professional transitions (Santana Vega, Feliciano

García, and Jiménez Llanos, 2012, p. 360.)

It is observed that gender influences this choice of fields of study. In general, girls are more

likely to study the arts and boys the sciences. The reasons for this fact are diverse, but it

cannot be ignored that gender stereotypes contribute greatly to perpetuating girls in the

arts, because socioculturally it is understood that women cannot handle difficult subjects

such as mathematics, physics and chemistry. This is a very deep-rooted thought in the

Equatoguinean context and that is why there are, at least in this context, few women

working in the more empirical sciences. But this does not only happen at the baccalaureate

level, but also at the university level. This argument should not be understood as a postulate

that there is little female presence in Equatoguinean educational centers. In fact, if we

compare it with other countries in the subregion, education in Equatorial Guinea is

guaranteed to girls. According to UNESCO data (2012) “parity is found in States such as

Cameroon, Central African Republic or Equatorial Guinea” (pp. 30-31). However, this does

not imply that African education systems are not weak, because sector funding and

resources for access to education are limited.

Inclusive education is necessary, but it must also aim to end the gender stereotypes that

prevent many girls from accessing education in many African countries. There are many

arguments why girls' education must be guaranteed. However, the most striking one is

presented by UNESCO (2014) when it emphasizes that “if all women in sub-Saharan Africa

completed primary education, the maternal mortality rate would be reduced by 70%, from

500 to 150 deaths per 100,000 births” (p. 2). This would occur because women would be

trained and educated to face situations that can only be faced with the knowledge provided

by education.

The case of the choice of branches of study in the baccalaureate cannot include a female

mass if the policies of empowerment or emancipation of women are not carried out, because

the intentions are necessary, but even more so the implementation of this. Equatorial

Guinea, like other African countries, must implement in its educational centers mechanisms

that guarantee that girls can choose the branch of studies because they are really qualified

for it, and not be obstructed to develop their cognitive potentialities because the socio-

cultural environment prevents them from doing so.

The Equatoguinean education system depends on the Ministry of Education and University

Education, which implements the Government's education policy. It is fundamentally based

on two educational laws: Education Law No. 14/1995 dated January 9, 1995 and Law No.

5/2007 dated October 30, 2007, both of which have been amended, all with the purpose of

guaranteeing education for all, although the materialization of this also depends on the

degree of pedagogical, anthropological and sociological competence of those responsible for

these laudable policies of the Government.

Despite educational initiatives to provide inclusive and quality education, Equatoguinean

schools still have to make great efforts to train teachers to implement inclusive strategies

and motivate students, which also helps them to be self-confident and be able to choose the

career they want to study. Therefore, it must be recognized that “many higher education

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institutions have initiated processes to institutionalize and mainstream the gender

perspective and promote changes in favor of equality in university communities,

inequalities remain, if not intact, then with a strong presence” (Buquet Corleto, 2016, p-.

43).

The issue is not exclusively of university communities, but all educational communities,

although in this case we focus only on the secondary level in the baccalaureate modality.

Clearly, inequalities still remain, as discussed in the methodological section of this research.

The data on how gender influences educational systems in Africa, especially in the central

zone of sub-Saharan Africa where Equatorial Guinea is located, reveal the following:

Women's enrollment is concentrated in studies related to education and

health, social sciences and humanities, with little presence in engineering

studies. A representative example of this African reality is Madagascar,

where the participation of women in education is 66%, in health 46% and

in social sciences and humanities 25% (Akkari, 2011, p. 152).

These data can be perfectly extrapolated to Equatorial Guinea as an African country, where

the health field is more represented by women, in general terms, the female presence is

more present in the social sciences and humanities. This phenomenon does not occur

randomly, it is not only due to the baccalaureate, which is the modality that gives access to

university studies, but it is mainly due to the way in which Equatoguinean society conceives

men and women. In this case, from the sociocultural point of view, men are seen as superior

to women, which is why, even if women also have access to studies, they are not taken

seriously, and if they are, they are entrenched in the humanities, because there they can

perform better, while men are the ones who deal with the more difficult branches of science.

That is precisely why, when a girl masters mathematics in class, she is considered a boy

because socially it is not understood that this is possible. Although social postulates on this

issue have been changing, invisible obstacles still persist, due to the strong influence of

patriarchal thinking that rewards the masculine to the detriment of the feminine, in such a

context it is impossible for an egalitarian education to exist.

In the same order of arguments that have been presented in this research on gender and its

influence on education in the African context, without specifications of any specific country,

Wabgou (2019) emphasizes that.:

In Africa, the gender relationship must be taken into account in the

implementation of higher education policies in order to propel gender

equity policies in higher education with a differential approach between

rural and urban areas (...) The education of boys and girls is conditioned

by their sex; the boy expands his spaces while the girl, confined to the

domestic space, is limited to the performance of specific tasks that make

her the subject of social practices anchored in subjugating traditions

(Wabgou, 2019, p. 107).

It is imperative, not only in the Equatoguinean education system, but also in other education

systems in Africa, to implement public policies for gender equality in education, so that boys

and girls have the same opportunities in this field as in any other. Otherwise, there is a risk

that many girls will remain illiterate, not only because the economic resources of their

families do not allow them to do so, but also because the State has not implemented practical

plans to ensure inclusive education.

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Educational conditions are very precarious and access to education is impossible for a large

part of the population. This is obviously an issue of great concern in Africa. However,

corruption and other facts prevent the achievement of inclusive education. There is still a

long way to go to make academia free of gender stereotypes. In some African countries such

as Equatorial Guinea, education is seen as the main driver for development. The problem is

always in putting into practice everything that is on paper. Girls still find it difficult to gain

access to higher education once they have finished high school. Thus, most of the time, girls'

lives revolve around marriage and household chores. As a result, not as much is invested in

their education and although African governments make efforts to empower women, there

are still places where it is difficult for them to enjoy the right to a decent and guaranteed

education.

Education has become so commodified, which has also accelerated its privatization,

something that prevents many families from sending their sons and daughters to school,

because public schools are too few to take on the entire student body. In theory, men and

women study on an equal footing, but as long as there are branches of study where the

female presence is scarce, not because of lack of knowledge but because they are women, it

is still difficult to solve this issue ipso facto. According to Martínez-Martín (2015) it must

be understood that.:

Education should not remain on the sidelines of the debates on equity

and social justice, therefore it is an important strategy of feminist action

against the dominant logics, where empowerment, critical awareness,

freedom, equality, emancipation, the creation of collective and

community networks are fundamental aspects of this thinking, becoming

engines of real change (p. 75).

To think that there is a geographical context that does not need to implement inclusive

policies in the field of education is a way of trying to deny this issue. The right to education

is guaranteed in Equatorial Guinea, and at the primary and secondary levels there is a

certain parity. The problem begins at the high school level when it comes to choosing the

branches of study, where one begins to appreciate the way in which gender influences these

choices.

After the baccalaureate is the university, which is part of higher education, where women

are not banned, at least in the Equatoguinean context, but they are entrenched in the social

sciences or humanities. This means that it is a continuity of what begins in the

baccalaureate. If one wants to change, it is considered that one should start not necessarily

in the baccalaureate, but rather the entire educational system to make it more inclusive. It

should be emphasized that “higher education institutions produce and reproduce their own

culture, of which gender is a fundamental element” (Palomar, 2005, p. 28). Boys and girls

should have equal access to education, but it is precisely the place where they should be

educated with a gender perspective, i.e. recognizing that aptitudes should be enhanced. The

African context needs many educational improvements so that education is not a privilege

of a few. The precarious situation of education in Africa is evident, but:

It cannot be denied that the sub-Saharan States have made serious efforts

to achieve the Millennium Development Goals and the Education for All

Goals, especially with regard to gender equality in education. However,

these have not been achieved despite the commitments made at the

beginning of this century. Very low enrollment rates in higher education

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persist in Sub-Saharan Africa and gender inequality remains very

prominent (González Pérez and Ledesma Reyes, 2015, p. 175).

Gender inequality is, as we pointed out earlier, an obstacle to women's access to higher

education. Although the number of girls enrolled in the baccalaureate is high, as will be

observed when presenting the data of this research, there is still work to be done so that

women's access to engineering studies continues to be possible. From this initial phase,

which we call baccalaureate because it is the prelude to university studies, progress must

be made in improving both the school curriculum and the teaching staff itself, because “one

of the most important challenges facing Higher Education Institutions (...) almost

everywhere in the world, is to eradicate the gender inequality that is still manifested and

reproduced within them” (Ordorika, 2015, p. 7). Throughout the corpus of this research, it

is accentuated that gender inequality exists in many educational systems, therefore, the

same occurs within the Equatoguinean educational system. Precisely, it is important to

work from this area to put an end to this phenomenon that prevents several women from

accessing higher education, and that the baccalaureate that corresponds to them is mostly

in letters because they are women.

Letters and sciences, as the baccalaureate options are called in Equatorial Guinea, are

designed so that each student chooses the branch of study where he or she is best suited,

but in reality it is not always a voluntary option, but access to letters is for girls, it is designed

for them, because they are conceived as an easy educational field. That is precisely why

there are very few boys studying the baccalaureate in literature, just as there are very few

girls studying the baccalaureate in science in the Equatoguinean education system. The

current conditions of the educational centers of the Equatoguinean society require

pedagogical criteria aimed at promoting inclusive education. It is necessary to enhance the

aptitudes of the student body, but all this must be done with a gender perspective, that is,

by introducing educational policies that do not impose a kind of educational segregation

based on gender.

4. Methodology

As for methodological aspects, it was necessary to use descriptive research based on the

quantitative method. This was chosen because the object of study is expressed as a

percentage. With the quantitative research method, the approaches to be investigated are

specific and delimited within the study. Within this methodology, it is important to consider

the population and the sample. The population is Equatorial Guinea and the sample is made

up of the selected educational centers.

In the sample, the students of the different centers have participated, namely: Our Lady of

Bisila de Nkolombong Educational Center; Mother Catherine II Educational Center; Divine

Shepherdess Private Center; Carlos Lwanga INES; Father Joaquin Maria Sialo INES, all from

the city of Bata (mainland). And the Nostradamus Private Center of the city of Malabo

(insular part). It should be noted that this is a representative sample because it includes the

centers with the largest number of students in the country.

4.1. Analysis and discussion of results

At this stage of the research, the sampling is probabilistic and simple random by the random

selection of 50 high school students in each school. Therefore, the sample consisted of 300

students equally divided between 150 boys and 150 girls chosen at random.

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The technique used was the personal survey, and the instrument used was the

questionnaire. The closed questions were formulated taking into account the sex of the

students.

Frequency

Percentage

Valid percentage

Valid

Science

48.6%

Technology

9.3%

Humanities

42.1%

Total

150

100%

Table 1. In which branch of the baccalaureate are you?

Analysis: With a total of 150 boys surveyed, 48.6% are in Science, 9.8% in Technology and,

finally, 42.1% in Humanities.

Interpretation: The result of that first question reveals that boys are more representative

in the Science strand. That choice is due to the social aspects of where a real boy has to be

in the Science stream. So, very few have actually specified the reason for their choice in the

Science branch. As for the Humanities, well, the reason has been that the subjects do not go

well for that reason have chosen the branch of letters.

Frequency

Percentage

Valid percentage

Vaqlid

Science

44.6%

Technology

38.6%

Humanities

16.8%

Total

150

100%

Table 2 What is the most difficult branch?

Analysis: 44.6% have marked Science, 38.6% have marked Technology and lastly, 16.8% of

the boys surveyed have marked Humanities.

Interpretation: After obtaining the results, it can be said that the respondents were mostly

inclined towards science and technology. For them, science subjects are more difficult. And

boys, because of their stereotypes, are the ones who identify more with the difficult. Thus,

many of the boys surveyed consider the two aforementioned fields to be more difficult than

the humanities.

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Frequency

Percentage

Valid percentage

Valid

YES

103

68.6%

31.4%

Total

150

100%

Table 3. Do you think that the choice of baccalaureate studies depends on gender?

Analysis: The 150 boys surveyed gave us the following results: 68.8% answered yes to the

question; the rest, 31.4%, said the opposite.

Interpretation: The question asked here allows us to see and analyze whether students

relate gender to branch choice. And, of course, many have this perspective or vision. The

impact of the social environment is evident since, in Equatoguinean society, in the

educational field, boys are the ones who opt for the sciences and girls opt for the other

branch namely the Humanities.

Phase 2 of this research is presented below. As stated in previous points, the research

questions are the same, but they have been grouped according to the gender of the students.

In other words, the same questions have been answered by both boys and girls. The purpose

of these independent phases is to measure the degree of consideration that the students

have about the question of the choice of the branches at the baccalaureate level.

Frequency

Percentage

Valid percentage

Valid

Science

47.3%

Technology

10%

Humanities

42.7%

Total

150

100%

Table 4. In what branch of the baccalaureate are you?

Analysis: Of the 150 girls surveyed, 47.3% are in Science, 10% in Technology and 42.7% in

Humanities.

Interpretation: In response to this question, the girls claimed that humanities is the branch

for girls. It is not specified in this question why they say so. But it is clear that, in the

Equatoguinean school society, most of the girls or young women choose the Humanities.

Although it is estimated that many of them do so out of mimicry, that is, because they always

want to be among friends regardless of the career that each one.

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Frequency

Percentage

Valid percentage

Valid

Science

62.6%

Technology

12%

Humanities

25.4%

Total

150

100%

Table 5. Which is the most difficult branch?

Analysis: Among the 150 girls surveyed, it is worth noting that 62.6% recognize that the

Science branch is the most difficult, while others, representing 12%, believe that it is the

Technology branch, and the rest, in a percentage of 25.4%, believe that it is the Humanities.

Interpretation: Many of the girls in the Equatoguinean education system opt for the

Humanities when they arrive in the first year of the baccalaureate. In other words, they turn

away from science because they consider it too difficult. For them, it is a matter of boys

doing mathematics, chemistry and physics. For them, Greek and Latin as specific subjects of

the Humanities are very easy subjects, and this is a peculiar characteristic of girls. However,

it is observed that the careers they choose to study at the university, which in the

Equatoguinean context are practically considered as careers for girls, are medicine,

administration, banking and finance, among others, which identify girls as purely science

careers. Thus, we are faced with a dialectic in which girls consider that the branch of science

is the most difficult, but that the university opportunities in this branch are the most coveted

by girls.

Frequency

Percentage

Valid percentage

Valid

YES

111

74%

26%

Total

150

100%

Table 6. Do you think that the choice of baccalaureate studies depends on gender?

Analysis: With a total of 150 girls surveyed, 74% answered Yes, while the rest, i.e. 26% said

No, and the remaining 26% said No.

Interpretation: As we have seen in relation to boys, it is almost the same thinking. When it

comes to choosing a field in the baccalaureate, young women are more inclined to choose

the Humanities because it is hypothetically said that this field is for girls.

5. Conclusions

After having conducted this research on education and gender in Africa, taking as a case

study the choice of branches of study at the baccalaureate level within the Equatoguinean

education system, the following conclusions were reached:

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 In the first place, girls opt for the arts because, hypothetically, it is related to

feminine stereotypes, i.e., what is easy.

 Secondly, in the Equatoguinean educational system, there are more girls in the

humanities or arts than in science and technology.

 Then, it is still thought that girls or women cannot become engineers, mechanical

technicians, etc. because they are professions that clearly define boys. Women

identify more with careers such as administration, journalism, and cashiering,

among others.

 Another relevant conclusion is the influence of social, family and cultural factors

that have repercussions on the academic future of girls, among which are

pregnancy, sexual harassment, marriage, etc.

It should be remembered that the planned thesis is as follows: Despite the initiatives

undertaken at the social level to achieve gender equality in all areas, in education still remain

gender stereotypes that lead the student body to opt for a particular branch according to their

gender, being so that girls are more inclined to the humanities or social sciences, while boys

are technology or science. Based on this thesis, it should be emphasized that education

should be a right for all people regardless of gender, sex or race, something that is not

currently defined in the education system. In a society rooted in the stale values of

patriarchy, it is still thought that boys are the most qualified for certain careers. Stereotypes

are created that psychologically block girls from accessing careers or fields of study that are

considered masculine. To combat this scourge of inequality, educational policies with a

gender perspective have been undertaken to strengthen the educational institutions

themselves, investing in teacher training so that they do not imprint sexist divisions in the

school.

The answers to the research questions illustrated how gender influences the choice of

baccalaureate studies. In fact, many girls opt for the humanities while boys opt for science

and technology. However, science and technology are considered to be particularly linked

to boys because they are associated with the stereotype of being difficult, arduous and hard.

At the labor level, girls or women have difficulties because of their condition. And, it is a fact

that men put women in an inferior position despite gender-inclusive policies.

However, with the passage of time this situation is taking other aspects. The baccalaureate

is a phase where students must show their cognitive aptitudes regardless of gender. To this

end, it is necessary to avoid conditioning the choice of careers according to gender.

One of the limitations of this research was not having found a previous study that analyzes

the current Equatoguinean educational system from a gender perspective. This shows that

no attention has been paid to it. In this sense, for future research, it would be possible to

study the factors or phenomena that make it difficult for girls to access certain careers,

especially the more technical ones. Moreover, we could also study whether women who

have managed to break through these obstacles are being references for girls who would

also like to be like them. Inclusive education is the best option for advancing development.

This work is part of the framework of gender research in Equatorial Guinea. It is not a

vindication of women's rights, nor is it even a feminist position to defend women. It is rather

an analysis of the gender situation in relation to the Equatoguinean educational system.

Therefore, this work does not exhaust the gender issue in education, but rather opens the

door to other research of this nature, it would be here as a kind of theoretical framework at

the national level.

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Authors

PEDRO BAYEME BITUGA-NCHAMA, obtained his PhD degree in Humanities with mention

in History and Society from the Universitat Abat Oliba-CEU of Barcelona (Spain) in 2023. He

obtained his Master's degree in Humanistic and Social Studies from the Universitat Abat

Oliba-CEU of Barcelona (Spain) in 2020. In 2018, he obtained his Graduate Degree in

Humanities, in the profile of international cooperation and Development from the Faculty

of Humanities and Religious Sciences of the National University of Equatorial Guinea.

He is currently secretary of the Department of Humanities and full professor at the Faculty

of Humanities and Religious Sciences of the National University of Equatorial Guinea, where

he teaches the subjects of Sexuality, Gender and Power, and Scientific Research

Methodology. His main research topics include feminist and cultural issues in his context.

He is also a co-founding member of the group pódium humanitas. He is the author of several

articles published in journals of high scientific caliber such as Revista Cátedra, Asparkia,

among others. He has directed several Final Degree Projects related to his lines of research.

BONIFACIO NGUEMA OBIANG-MIKUE, holds a Master's Degree in Humanistic and Social

Studies from the Universitat Abat Oliba CEU of Barcelona (2023). Degree II in Humanities

option International Cooperation and Development by the National University of Equatorial

Guinea (2020). He has published research articles in Revista Cátedra, International Journal

Philosophy, Revista Humania del Sur, where his main research topics focus on cultural,

social and political issues.

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REBECA NSURU ONDO-MIBUY, in the year 2000 obtained a University Degree at the

University School of Teacher Training of the National University of Equatorial Guinea. In

2015 she obtained the degree of Graduate in Labor Relations and Human Resources, at the

University of Granada. In 2019 she obtained the degree of Master in Social Security Law at

the University of Granada.

Currently: she is a professor of Gender and Humanities and of the subject Final Degree

Project in the Faculty of Humanities and Religious Sciences at the National University of

Equatorial Guinea. In addition, she works as executive secretary in the entity Gepetrol

Servicios S.A. In the field of education, she has collaborated in the publication of some

scientific articles in several magazines.

Statement of Authorship- CRediT

PEDRO BAYEME BITUGA-NCHAMA: Literature review, thesis defense, search of

bibliographic sources, methodology, related concepts, organization and integration of

collected data, review and correction of the first and last remarks of the Journal.

BONIFACIO NGUEMA OBIANG-MIKUE: Abstract, related concepts, methodology, analysis

and discussion of the results, search of the bibliographic sources, organization and

integration of the collected data revision and correction of the first and last remarks of the

Journal.

REBECA NSURU ONDO-MIBUY: Introduction, conclusions, search of bibliographic sources,

literature review, organization and integration of collected data, revision and correction of

the first and last remarks of the Journal.