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Abstract
This study examined the influence of family communication and sociocultural factors on the intellectual Pursuit of women after marriage in Edo State, Nigeria. The research aimed to analyse how family communication and sociocultural dynamics shape women's intellectual trajectories post-marriage. Specifically, it explored the impact of different family communication styles on women’s confidence and motivation for continued education and professional growth, as well as the influence of sociocultural expectations and gender norms on educational opportunities and personal development. Additionally, the study investigated the intersectionality of ethnicity, class, and geographic location with family communication and sociocultural norms as well as family communication practices, educational policies, and community programmes aimed at enhancing women’s intellectual engagement and success.
Grounded in Family Communication Patterns Theory, Gender Role Theory, Ecological Systems Theory and Genderlect Styles Theory, the study employed a descriptive-correlational design using a mixed-methods approach. A sample of 385 married women was selected using the Taro Yamane formula for calculating sample size, drawn from a population of 9,802 across Egor, Oredo, and Ikpoba-Okha Local Government Areas. Data were collected through structured questionnaires and semi-structured interviews. Reliability testing using Cronbach Alpha Statistics yielded a coefficient of 0.76.
Findings revealed that the interaction of family communication and sociocultural factors, including ethnicity, class, geographic location, and family financial status, shapes women’s learning experiences and cognitive outcomes (grand mean = 3.90; highest-rated item mean = 4.01). Conversely, supportive family practices, educational policies, and community programmes are strongly endorsed as effective strategies to enhance women’s intellectual pursuit post-marriage, particularly adult learning policies and lifelong learning workshops (grand mean = 4.23). Furthermore, there is a strong, positive, and statistically significant relationship between family communication and women’s intellectual pursuit after marriage (r = 0.62, p = 0.000). Finally there is a moderate, negative, and statistically significant relationship between sociocultural factors such as gender roles/limited access to educational resources and women’s intellectual development after marriage (r = -0.57, p = 0.000). The study rejected the null hypotheses, confirming significant relationships among the variables. The study concluded that, open and supportive family communication, enhances the intellectual development of married women. In conclusion, the study revealed that, the interaction between family communication and Socio-cultural dynamics can either amplify or suppress intellectual development. Based on these findings, it recommends fostering supportive family environments, revising educational policies, and initiating community-based programmes that promote lifelong learning among married women. These measures are vital for advancing intellectual equity and enhancing opportunities for women in marital contexts.
Grounded in Family Communication Patterns Theory, Gender Role Theory, Ecological Systems Theory and Genderlect Styles Theory, the study employed a descriptive-correlational design using a mixed-methods approach. A sample of 385 married women was selected using the Taro Yamane formula for calculating sample size, drawn from a population of 9,802 across Egor, Oredo, and Ikpoba-Okha Local Government Areas. Data were collected through structured questionnaires and semi-structured interviews. Reliability testing using Cronbach Alpha Statistics yielded a coefficient of 0.76.
Findings revealed that the interaction of family communication and sociocultural factors, including ethnicity, class, geographic location, and family financial status, shapes women’s learning experiences and cognitive outcomes (grand mean = 3.90; highest-rated item mean = 4.01). Conversely, supportive family practices, educational policies, and community programmes are strongly endorsed as effective strategies to enhance women’s intellectual pursuit post-marriage, particularly adult learning policies and lifelong learning workshops (grand mean = 4.23). Furthermore, there is a strong, positive, and statistically significant relationship between family communication and women’s intellectual pursuit after marriage (r = 0.62, p = 0.000). Finally there is a moderate, negative, and statistically significant relationship between sociocultural factors such as gender roles/limited access to educational resources and women’s intellectual development after marriage (r = -0.57, p = 0.000). The study rejected the null hypotheses, confirming significant relationships among the variables. The study concluded that, open and supportive family communication, enhances the intellectual development of married women. In conclusion, the study revealed that, the interaction between family communication and Socio-cultural dynamics can either amplify or suppress intellectual development. Based on these findings, it recommends fostering supportive family environments, revising educational policies, and initiating community-based programmes that promote lifelong learning among married women. These measures are vital for advancing intellectual equity and enhancing opportunities for women in marital contexts.
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