Examination Of The Intersectionality Of Tribe, Class, And Gender In Early Childhood Education In Primary Schools In Lagos State

Abstract

The study examined the intersectionality of tribe, class, and gender in early childhood education in Lagos State primary schools. A descriptive survey design was used with 150 teachers selected through simple random sampling. Data were analyzed using percentages, mean, and standard deviation. Findings showed that intersecting social identities influence inequalities affecting pupils’ academic performance and well-being. The study recommended culturally responsive teaching, continuous teacher training, and inclusive curriculum practices to promote equity in education.