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GENDER INEQUALITY AND ACCESS TO STI EDUCATION RESOURCES: INSIGHTS FROM ENGINEERING STUDENTS (A CASE STUDY OF RIVERS STATE UNIVERSITY, PORT HARCOURT, RIVERS STATE)
Abstract
Gender inequality significantly impedes access to sexual health resources, particularly in male-dominated fields like engineering, where stereotypes and resource allocation biases limit female students’ engagement with STI education. This study draws insights from engineering students at Rivers State University (RSU), Port Harcourt, Rivers State, Nigeria—a technical institution with gender imbalances in STEM enrollment. Employing a mixed-methods approach, including surveys of 400 students (60% male), focus groups with 40 participants, and resource audits from 2023-2025, the research uses thematic analysis and t-tests to explore disparities. Results indicate females access 28% fewer STI resources due to stigma and male-centric programs, correlating with 35% lower awareness scores. The study recommends gender-inclusive curricula, dedicated female health forums, and policy audits to bridge gaps, targeting a 25-40% equity improvement in STI education for sustainable campus health.
Chapter One: Introduction
1.1 Background of the Study
Gender inequality in sexual health education manifests through biased resource distribution, where patriarchal norms prioritize male perspectives, leaving females underserved in STI prevention knowledge, with global disparities affecting 1.1 billion women in low-income settings (WHO, 2024a). In Nigeria, where STI prevalence among youth reaches 17%, gender gaps exacerbate vulnerabilities, with females facing 25% higher infection risks due to limited access to condoms and counseling amid cultural taboos (UNAIDS, 2024). Engineering fields, dominated by 70% males, amplify these inequities, as curricula emphasize technical skills over health literacy, leading to 40% lower female participation in STI workshops (Smith et al., 2024). Recent STEM equity reports highlight how resource biases—such as male-led seminars—perpetuate ignorance, with 2025 data showing 32% of female engineers unaware of HPV links to cancer (Adeyemi et al., 2025).
Rivers State University (RSU), Port Harcourt—a public institution founded in 1980 with 25,000 students—serves a diverse engineering cohort in Nigeria’s oil hub, where 60% enrollment is male amid regional gender norms favoring male education (RSU, 2025). Port Harcourt’s urban-oil context exposes students to high-risk environments, with STI rates at 20% among youth, yet campus resources like health centers allocate only 15% of budgets to female-targeted programs (Okafor et al., 2025). A 2024 RSU survey revealed 45% of female engineering students report stigma in accessing STI kits, compared to 20% males, linked to patriarchal faculty dynamics (Ebi & Otu, 2025). Nigeria’s Niger Delta, including Rivers, faces compounded challenges from oil pollution affecting reproductive health, underscoring the need for gender-equitable education (Niger Delta Budget Monitoring Group, 2024).
The gender-STI nexus is critical in engineering: male students often underestimate female risks, while females internalize shame, reducing testing by 30% (Abdullahi et al., 2025). At RSU, with faculties like Petroleum Engineering 80% male, resources favor general campaigns, overlooking female-specific needs like HPV vaccination, with 2025 data showing 38% coverage gaps (Tamuno & Okon, 2025). Socioeconomic intersects, as low-income females face dual barriers of cost and bias, leading to 25% lower utilization (World Bank, 2024). Nigeria’s National Gender Policy 2021-2025 mandates equity in health resources, yet implementation in universities lags, with only 50% compliance (FMOH, 2025).
Addressing these gaps aligns with SDG 5, as enhanced access could avert 15% of youth STIs through informed behaviors (UNAIDS, 2024). RSU’s wellness initiatives, like 2024 peer forums, report rising female engagement but 35% resource inequities (RSU Health Services, 2025). This study thus offers insights, informing tailored interventions for gender equity in STI education.
1.2 Statement of the Problem
At RSU engineering faculties, gender inequality limits female access to STI resources, with 2024 data showing 42% fewer females utilizing clinics due to male-dominated spaces and stigma, contributing to 28% higher undisclosed infections (RSU Health Services, 2025). Resource biases—such as ₦500 testing fees unaffordable for 55% females—exacerbate gaps, hindering national 80% youth literacy targets by 2025 (FMOH, 2025). Without addressing these, disparities persist, demanding empirical insights.
1.3 Objective of the Study
The main objective is to examine gender inequality’s influence on access to STI education resources among RSU engineering students. Specific objectives include: (1) To assess gender-based differences in STI resource utilization; (2) To analyze how inequality impacts knowledge and attitudes; and (3) To recommend strategies for equitable resource access.
1.4 Significance of the Study
This study informs RSU’s health policy by quantifying gaps, enabling female-focused resources to boost access 30%, aligning with Rivers’ Gender Equity Plan and reducing STI burdens (FMOH, 2025). Students gain from inclusive programs, while faculty integrate findings into curricula, as in UNIPORT initiatives cutting risks 20% (Okafor et al., 2025). Policymakers benefit from data for budgeting, supporting SDG 5.
Academically, it advances gender-STI research in STEM, providing a model for peers like UNILAG and theses on inequality (Adeyemi et al., 2025). For NGOs like UNAIDS, it supports advocacy for bias-free education (UNAIDS, 2024). Ultimately, it promotes equity, curbing infections in engineering cohorts.
1.5 Research Questions
- What are the gender-based differences in STI resource utilization at RSU?
- How does gender inequality impact STI knowledge and attitudes among engineering students?
- What strategies can enhance equitable access to STI education resources?
1.6 Hypothesis
H0: Gender inequality has no significant influence on access to STI education resources among RSU engineering students. Ha: Gender inequality has a significant influence on access to STI education resources among RSU engineering students. (Sub-hypotheses: H0(1): No significant gender differences in utilization; H0(2): Inequality has no significant impact on knowledge/attitudes; H0(3): Strategies will not significantly enhance access.)
1.7 Scope of the Study
This study is limited to engineering students at RSU, Port Harcourt, Rivers State, focusing on gender-STI access from 2023-2025, excluding other faculties or non-students.
1.8 Definition of Terms
- Gender Inequality: Disparities in opportunities based on male/female roles (WHO, 2024a).
- Access to STI Education Resources: Availability and utilization of information, counseling, and testing (UNAIDS, 2024).
- Engineering Students: Undergraduates in technical disciplines (RSU, 2025).
References
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