Category: Sociology Project Topics & Materials

CHAPTER ONE/INTRODUCTION

It is quite difficult to spread knowledge in rural areas since so many people lack access to power, radio, and television. To prevent cutting off the rural population from the upcoming policy changes, the CBN must find a mechanism to inform them about the new policy and how to modify the old notes. Government authorities, religious leaders, and community leaders from these locations need to be enlisted to assist in informing the local populations about the progress in their own languages. Further helpful sources are the National Orientation Agency, the media, and the Ministry of Information.

Unbanked rural dwellers provide a dilemma. The majority of rural dwellers lack banking accounts and are thus not eligible for financial services. According to CBN, the old notes must be deposited into an account in order to access the new ones. Their cash-driven company operations would be disrupted by this.

The CBN must convince Deposit Money Banks and Microfinance Banks to build branches or agency banking operations in these remote regions in order to establish their presence.

The homes of notable community leaders and market areas may include agency banking facilities where their financial needs may be met. In order to learn how to utilize USSD, Mobile Banking, and POS for their payment, deposit, and transfer services, community leaders should enlist the help of experts. People are able to open accounts in community agency banks. The deposit and withdrawal limits for tier one and tier two accounts should be increased as a result of this policy, and for tier three accounts, a reference letter from the community leaders should be considered in lieu of a utility bill.

The CBN should exercise extreme prudence while revamping its naira policy at this period of unrest, banditry, abduction, food shortages, and flood disruptions, which disproportionately affect rural populations. The apex bank must mobilize the necessary support to mitigate the effects of the policy, especially in rural areas and throughout the nation.

 

 

According to Merlo (2002), procreation is the function of the family; every man takes a wife apparently to have children for the continuity of his name and linage and for general productivity and development in the society. In traditional Igbo society, many wives try to ensure the procreation of children to its fullest limit. Where this main purpose of marriage is not forth coming into fulfillment it results to tension.

Zastrow (2001), identified reasons couples decided to have children, from the origin, biblically, having children is a blessed event and ranging from religion to ideology to economic necessity and cultural expectation. Historically, in agricultural and pre-industrial societies children were seen as economic asset; their labors were important in planting and harvesting crops and in tending domestic animals. Parents wanted large families to help with the work because, children were seen as economic asset, and values were gradually established that it was natural and desirable for married couples to procreate.

In a typical traditional society childlessness has been regarded as great personal tragedy involving much emotional pain and grief, especially when it results from the failure to conceive (infertility) or when it results from the death of a child (Charlene, 2007).

According to Mccury (2005), before conception was well understood, childlessness was usually blamed on the woman and this in itself added to the high negative emotional and social effects of childlessness.  The concept “childlessness” can be seen in two senses in this study. Rowland (2001), Merlo (2002), and Zastrow (2001) describe childlessness as the willingness to have children but they are not forth coming and childlessness as the ability to have children but decide not to. Childlessness as the unwillingness to have children implies to married couples that choose not to have children and this is termed “child free”. In the same vein childlessness as the willingness to have children refers to married couples that are ready and willing to have children but are not able and this is the termed “involuntary childlessness” (Zastrow 2001), this is the concern of this study.

Some wealthy families also adopt children as a means of providing heirs in case of childlessness. The monetary incentives offered by the westerner’s desire for children are so strong that a commercial market in the child laundering business exists. Merlo (2002) and Rowland (2001) are of opinion that childlessness is concern, partly with its implications for the maintenance of society and partly because of its consequences for individual. Childlessness has a function of population control but that is not the concern of this study. The main focus of this study is the effects and implication of childlessness for married couples in the society.

Throughout the world and particularly in African societies, the word “childlessness” sends a cold signal and the sense of pity is immediately aroused. Having children is necessary for married couples and is considered as a major necessity in marriage. From cultural and traditional perspective the reason for marriage is for procreation, continuity of linage and impact or transferring cultural values and norm form one generation to another within the society (Gibson 2002).

In modern world, “childlessness” denotes merely the absence of children. The term has intimations of loss and bereavement, but technically applies to any without children; whether this is by choice, by circumstance, or by biology is undermined.

The social construction in many cultures is that men and women are meant to become parents and that women especially socialized to become mothers (Gibson, Meyer and Dyer 2002) found that most of the married women considered fertility as the primary function of being a woman. Becoming a parent will often corroborate feeling of self worth and sexual identity when people have been socialized into that role. In essence, the social construction of the role of mothers and fathers has become a part of the identities of man and woman in the society. A study conducted by Gibson and Meyers (2002) indicates that in general women experience more negative effects than men throughout the entire involuntarily childless diagnostic and treatment process. Women experience a greater sense of loss of control than men, and have a greater tendency to blame themselves for the couple’s infertility. Adding to this, women are more likely to perceive childlessness as simply unacceptable. Many authors suggest that women experience a more difficult adjustment to infertility than their partners, due in large part to the emphasis in our society on the role of women as mothers.

The purpose of this study is to explore the phase women endure from being childless and to highlight some of the complexities underpinning childlessness and its impacts on married couple, and family in Awgu Local Government Area of Enugu state and also to gain deeper insight into how women incorporated this experience into their lives and relationships and how they began to create a future life without their own biological children.

Based on the trends of childlessness in Nigeria,

Background to the Study

Personality can be defined as consistent; unique and organized set of characteristics of a person; determined by environmental (e.g., culture, social class, family) and genetic factor that influences his or her cognition, motivation and behaviors in various situations .
Where personality is said sum total of our behavior, there are some personal factor that leads parental expectation toward children. Parents’ belief, knowledge, cognition, schema, judgment, child rearing belief, parent child interaction , dimensions of home environment and other parenting behavior and pattern have impact on parental expectation. Hence, nature and degrees of expectation among parents varies. McArdle and Duda’s (2005) study showed, parental expectation were positively related to parent’s personal standard only and parent’s self-esteem was predicted by high perceived parental expectation. Conversely, maternal depressed mood is associated with both low maternal expectations and low maternal expectations for children’s coping are related to overprotective parenting .
Parents’ personality play a key role towards the children development in all perspectives, such as social, emotional and educational. According to Kordi & Baharudin(2018) and Akbar, Asrar, Younes, Chisthi (2015) parenting style is a psychological arrangement that characterizes the strategies which are commonly practiced by parents to raise their children that includes the attitudes and behaviors of parents. Parents’ personality affect child’s self-development, self-esteem and academic performance.
A parenting practice is a specific behavior that a parent uses in raising a child. Parenting practices refer to specific things that parents do while raising their children. These can refer to the imposition and use of schedules, rules, expectations, punishments, rewards, etc. Basically, parenting practices can refer to any type of regular interaction that a parent has with their children, Alley, 2014. But Heller, (2014) argued that parenting practices reflect the cultural understanding of children. Parents in individualistic countries like Germany spend more time engaged in face-to-face interaction with babies and more time talking to the baby about the baby. Children develop skills at different rates as a result of differences in these culturally driven parenting practices. Children in individualistic cultures learn to act independently and to recognize themselves in a mirror test at a younger age than children whose cultures promote communal values.

The role parental involvement is also significant in children’s academic outcomes and have also been related to the provision of educational toys, answering inquiries, and engaging in dialog with them about their experiences. Furthermore, having access to a computer at home and living in a family with a medium to high level of engagement in out-of-home activities such as visiting libraries were linked to optimal developmental outcomes for children (Le et al., 2021). Given the importance of parental involvement in boosting children’s outcomes, it’s not unexpected that there’s been a lot of curiosity about what factors influence the kind and frequency of parents’ involvement in activities with their children. Reduced cognitive stimulation in the home has also been linked to single parenthood and insecure employment (Martin et al., 2022). Even though these results tell us a lot about how economic disadvantage affects parent involvement. Giallo et al. (2013) study reveal that less attention has been paid to the psychosocial characteristics of the parent, child, and family setting that may affect how much time parents spend with their children at home. Based on the above-mentioned literature and gaps there is a need to further explore the impact of various parenting styles on early childhood learning with parental self-efficacy as a mediator. Additionally existing studies have mostly focused on structural or socioeconomic variables, implying that parents with less education who are from a lower socioeconomic standing and are experiencing financial difficulties, are less responsive to their children and provide less learning stimulation.

Thus, until a few decades ago, parents and even educators thought that the only thing children need from the day they are born through their development processes is to be provided with the proper physical needs i.e. food, shelter, fresh air, clean and hygienic environment. It is thought that if all these are available, then the best have been done for the child to attain normal development. However, we now know through modern psychology that to provide only physical needs is not enough. The emotional attachments of young children to their parents (and other caregivers) remain a cornerstone of psychological well-being in early childhood and in later adulthood.

ASSESSMENT OF THE MORAL IMPLICATION OF REALITY SHOW AMONG YOUTH A STUDY OF BIG BROTHER NAIJA

Chapter one/Introduction

Since the turn of the century, reality television has come to dominate both cable and broadcast primetime television programming schedules. In this context, reality television is described as a show without actors in which the general audience can participate as a contestant. While technically any type of live, unscripted, or non-fiction program is reality TV, this examination excludes news, interviews, and talk show type programs that were popular on television previously, and instead focuses on competitive and entertainment reality TV programs. What those in the television industry understand is that reality television is the most profitable form of television programming because it has lower production costs and frequently attracts more viewers and advertising revenue than other forms of television programming.

Reality television is a broad category that encompasses a wide range of shows aiming to be both factual and entertaining. This genre has become the most popular program among viewers and has filtered into African society. The youth, especially those between the ages of 18 and 25, are clearly showing a preference for reality television. Four characteristics, including the attempted use of passive camera surveillance, illusion of reality, focus on regular people, and a certain amount of voyeurism, can be used to summarize reality television as a whole. Although all reality shows have these characteristics, it is challenging to categorize reality television as a standalone genre because it draws from a variety of other genres.

According to various researchers’ definitions of reality television, there are three sub-genres of factual entertainment: observation programs, information programs, and programming made specifically for television, as stated by Hill (2002:326). Documentaries concerning common people in common settings are referred to as observation programs. Documentaries based on genuine tales that try to inform viewers about topics like pets and medical issues are examples of informational programming. According to Malakoff (2005) and Roscoe (2001), reality television shows include actual people who are frequently put in unusual circumstances and have every instant of their interactions with their environment captured on camera. As a result, the traditional lines between fact and fiction, drama and documentary, and between the audience and the text are blurred, as further noted by Roscoe (2001).

A concept from George Orwell’s fictional dystopia of Oceania, a world of constant surveillance in the novel 1984, is borrowed for the television program Big Brother, which forces a group of people to live together in a big house, cut off from the outside world, and under constant camera surveillance. Big Brother, whose horrifying catchphrase is “Big Brother is watching you,” is the ruler who keeps watch over Oceania’s inhabitants. In the reality television series Big Brother, the house-bound players battle to avoid eviction in order to earn the cash prizes.
The African version of the reality game show Big Brother has an estimated audience of more than forty million (40,000,000) viewers across the continent.

INTRODUCTION

A proactive response is critical to the containment of any disease outbreak, but the coronavirus took the world by surprise and most countries were not prepared initially for the pandemic, including the world powers. Shortly after the outbreak of COVID-19, the World Health Organization (W.H.O) issued guidelines and updates on how to mitigate the spread of the pandemic, and thereafter, many countries adopted different measures in addition to the

W.H.O guidelines to contain the spread of the disease. There were lockdowns in most parts of the world, and people were asked to work from home. Some countries even deployed their military to enforce coronavirus restrictions, and to reduce the number of covidiots. There were increased demands for health equipment including, protective gowns, sanitizers, face masks and hand gloves. Countries like the United States and the U.K also opened their visitation doors for medical professionals such as doctors and nurses who were working or willing to treat the effects of COVID-19. Also, large gatherings and sporting activities were suspended at both local and international levels. Big sporting events like the prestigious European Champions League games were played behind closed doors before they were suspended. Global responses to Coronavirus pandemic were varied from country to country, but most countries endorsed the closure of school strategy as a means to contain the spread of COVID-19. Some selected COVID-19 responses across the world particularly as it relates to the closure of schools due to Coronavirus are highlighted below:

In the United States, many schools were closed down, and scheduled tests and examinations were also cancelled. The report shows that some of the schools closed down for Coronavirus in the U.S might not resume back for the rest of the academic year (Madeline, 2020). New York and the California States were among the worst-hit states in the U.S and the number of cases increased steadily despite strong measures put in place by both the federal and state governments to contain the pandemic. At a point, the country surpassed China in the number of cases of Coronavirus, but the country is determined to defeat the pandemic. School closures in the U.S affected over 60 million students in the country. In Spain, about 11 million students were affected by school closures for mitigation of the spread of Coronavirus. Regional governments in the country closed down schools in response to the increased cases of Coronavirus in the country. The closure of schools in Spain particularly in Madrid led to the suspension of job contracts for people who work at school cafeterias and in special education (El Pais, 2020). The closure of schools in Spain was very necessary considering that the country lost 849 people in a day due to Coronavirus. In Saudi Arabia, Middle East Monitor (2020), reported that schools and universities across the kingdom were ordered to close down for Coronavirus by the Ministry of Education. The government however, directed that “Virtual schools and distance education be activated to ensure that the educational process continues in an effective and quality manner”.

In Australia, Michael (2020) reported that dozens of independent schools were shutdown at New South Wales while some moved to online classes. Students learn from home, while some schools were opened but implemented strong measures to ensure social distancing strategy. The opening of schools amidst the coronavirus pandemic was backed by the Australian government. The Prime Minister openly announced that schools remained open because the government believes that “children are at very low risk from coronavirus, and the closing of schools could have crippling effects on their health sector and the economy”. The government cited solid health case for keeping schools open, but teachers and parents were worried (ABC News, 2020). The country also banned outdoor gathering of more than 2 people, while 18 billion dollars was also approved to mitigate the spread and effects of the Coronavirus. In Italy, schools were shutdown indefinitely, and the military were deployed to help enforce restrictions. However, despite the measures put in place by the government towards curbing the spread of Coronavirus, the country became an epicenter for the outbreak and recorded 969 coronavirus deaths in a single day.

In India, all schools and educational institutions were closed down and the government imposed “Janata” Curfew which restricted all citizens to stay at home to contain the spread of Coronavirus. The police also went round some cities to create public awareness about the pandemic.

In France, the government ordered the closure of all schools in a televised broadcast by President Macron. The measure was in response to the increased health crisis in the country due to coronavirus. The country was badly affected just like their counterparts in many parts of the world. The Coronavirus were reported to have originated from Wuhan, China and it was the epicenter at the beginning of the outbreak. Schools and other public institutions were shutdown to mitigate the spread of the virus. The closure of schools and other measures put in place by the government proved effective and the pandemic was contained to a large extent. The country also

closed its borders with some neighbouring countries. In Iran, the government closed all schools as part of the preventive measures to halt the spread of coronavirus. Although, the country was among the epicenter of the coronavirus outbreak, and the death tolls in the country were high. The coronavirus increased Iran’s economic problems, having been faced with economic sanctions from the West earlier. In Senegal, schools were shutdown to limit the spread of COVID-19. The country was the first sub-Saharan African country to close down schools due to coronavirus. In South Africa, the government directed all schools to close down in response to the coronavirus pandemic. This is in addition to the prohibition of social gatherings of more than 100 people. New cases were reported in the country and campaigns for behavioral changes were carried out to reduce the spread of the disease.

In Germany, schools were shutdown in response to the spread of coronavirus. The death rate due to coronavirus was reported to be low compared to their neighbours. The country also earmarked more than 800 billion dollars to fight the pandemic. In Russia, Schools were shutdown, and several other measures were taken to halt the pandemic. The death toll for coronavirus in Russia was reported to be low, but measures were put in place to contain the pandemic.

In Nigeria, the federal government ordered a total close down of all schools. The decision was largely applauded, and the National University Commission (NUC), a regulatory body for all universities in Nigeria also gave a follow-up directive to all universities in the country to shutdown. The government also suspended social gatherings, and workers were asked to work from home. An Italian who was reported to be the first case of coronavirus in Nigeria was successfully treated and discharged according to the government, but new cases emerged thereafter. Thus, the country needs to do more in terms of disaster preparedness and response. In Ghana, schools were shutdown to contain the spread of coronavirus disease. The government also released 100 million US dollars to enhance the fight against the pandemic. The country reacted proactively to contain the spread of the Virus. In Madagascar, the country has recorded zero COVID-19 death so far, and the country has claimed a breakthrough in Herbal medicine for COVID-19 treatment. However, the WHO issued warned that such claim has not been scientifically approved and cannot be recommended by the organization as cure for COVID-19.

It is important to note that while many countries were shutting down schools, some others like Singapore, Sweden, Brazil, and Australia kept their schools open as a kind of strategy to contain the contagion. The untimely closure of schools was good supportive measures to contain the spread of the disease, but it also had some adverse consequences on millions of students globally who were faced with multiple challenges in their education.

CHAPTER ONE/INTRODUCTION

Child sexual abuse (CSA) is a universal problem with grave life-long outcomes. The World Health Organisation (WHO) defines CSA as “the involvement of a child in sexual activity that  he or she does not fully comprehend and is unable to give informed consent to, or for which the child is not developmentally prepared, or else that violate the laws or social taboos of society (WHO, 2003). The term CSA includes a range of activities like “intercourse, attempted intercourse, oral-genital contact, fondling of genitals directly or through clothing, exhibitionism or exposing children to adult sexual activity or pornography, and the use of the child for prostitution or pornography (Putnam, 2003). In Kenya, the boys and girls in the public mixed day secondary schools fall in this category.

 

The issue of CSA is intricate and challenging to study. The estimates vary widely depending on the country under study, the definitions used, the type of CSA studied, the extent of coverage, and the quality of data (WHO, 2014; Krug, 2009; Bassani et al., 2009; Martin et al, 2013). However, sexual violence is seen to occur in all ages, in all socio-economic classes, and nearly in all countries with differences in the magnitude (Krug, 2002).

 

Worldwide, it is estimated that around 120 million girls under the age of 20 (about 1 in 10) have experienced forced sexual intercourse or other forced sexual acts (UNICEF 2014a). Boys are subject to sexual violence too, but data on this are lacking from most countries. Moreover, huge differences in the design and measures used in surveys make it difficult to accurately compare rates of child sexual abuse and exploitation in different countries.

 

A review of 58 prevalence studies, including eight systematic reviews and meta-analyses, (Andrews et al. 2004; UNICEF 2012a) found that, globally, child sexual abuse involving physical contact is reported by between 2 and 56 per cent of girls and 0.4 and 44 per cent of boys. Examples of reported rates of sexual exploitation include 7 per cent for girls and 6 per cent for boys in Kenya (UNICEF Kenya et al. 2012), 5.7 per cent and 7.4 per cent of girls in Ethiopia and Uganda respectively (Stavropoulos, 2006) and 6 per cent for both girls and boys in Sri Lanka (Miles, 2000). Higher rates overall have been found in some countries in Africa (12 per cent to 44 per cent of boys, 15 per cent to 53 per cent of girls) (Andersson and Ho-Foster 2008; Stavropoulos 2006; UNICEF et al. 2011) and lower rates overall in China (15 per cent of girls, 14 per cent of boys) (Ji et al. 2013).

 

Children are most likely to be sexually abused by a person known to them, usually an adult or older child who is a family member, and relative, family friend or in a relationship of trust or authority (Pinheiro, 2006). An adolescent’s own intimate partner (a boyfriend or girlfriend) is the most frequently mentioned perpetrator in both low and middle-income countries (LMICs), such as countries in Africa, as well as in high-income countries (HICs) (Barter et al. 2009; Reza et al. 2009). High rates of sexual violence in schools or on the way to school have been found in some LMICs (Pinheiro, 2006). Children living in alternative family, residential or foster care are

 

known to be vulnerable (Berelowitz et al. 2012) as are children involved in domestic labour, hazardous work and bonded or forced labour (Audu et al. 2009).

 

School related gender-based violence (SRGBV) includes explicit threats or acts of physical violence, bullying, verbal or sexual harassment, non-consensual touching, sexual coercion and assault, and rape. Corporal punishment and discipline in schools often manifest in gendered and discriminatory ways. Other implicit acts of SRGBV stem from everyday school practices that reinforce stereotyping and gender inequality, and encourage violent or unsafe environments. Both girls and boys can be victims or perpetrators of SRGBV, but to what extent and which forms differ. Evidence suggests girls are at greater risk of sexual violence, harassment and exploitation, while boys are more likely to experience frequent and severe physical violence. Boys are more commonly perpetrators of physical bullying, while girls are often more likely to use verbal or psychological forms of violence (Pinheiro, 2006).

 

Estimates from Plan International, based on the number of children affected by verbal bullying in schools, show 246 million boys and girls suffering school-related violence every year (Plan International, 2013). In some parts of France, 40% of students report being victims of cyber bullying (Blaya, 2013). In some parts of Zambia, 61% of school children reported being bullied in the previous month (Fleming and Jacobsen, 2010). And millions more suffer physical violence at school guised as discipline; in essence, over 50% of all children worldwide live in countries where they have no legal protection from corporal punishment (UNESCO, 2014b).

 

Nationally representative surveys and small-scale studies present a partial, but disturbing, picture. Much of the research to date has taken place in sub-Saharan Africa, driven by early concerns related to girls’ low participation in education, and the HIV and AIDS pandemic. Older

 

male students may take advantage of their position of power at school to abuse female students. In some parts of Cameroon, 30% of sexual violence experienced by schoolgirls was committed by male students (Devers et al. 2012). While teachers have a key role to play in addressing SRGBV, some are also perpetrators of sexual exploitation and abuse, often acting with impunity. A 2010 survey by the Ministry of National Education in Côte d’Ivoire found that 47% of teachers reported having elicited sexual relations with students (Dedy, 2010). In South Africa, a recent national survey found that 8% of secondary school girls had experienced severe sexual assault or rape in the previous year while at school (Burton and Leoschut, 2013).

 

Studies from other regions also reveal the extent of sexual violence in schools. A study in the Netherlands found 27% of students had been sexually harassed by school personnel (Mncube and Harber, 2013). In the United Kingdom, it is estimated that one in three 16–18 year olds have experienced unwanted sexual touching in schools (EWAN, 2015). Girls from the Dominican Republic, Guatemala, Honduras, Mexico, Nicaragua and Panama regularly experience sexual harassment in schools and ‘sexual blackmail’ related to grades (UN Women/UNICEF/ÚNETE, 2014).

Any illness that is typically or frequently spread from person to person by direct sexual contact, such as syphilis, gonorrhea, AIDS, or a genital type of herpes simplex, is referred to as a sexually transmitted disease (STD). Additionally, HPV may be spread from a mother to her unborn child or, less frequently, from one person to another through non-sexual contact like as kissing, tainted blood transfusions, or the use of unclean hypodermic syringes ( Encyclopedia Britannica, 2008). Similar to this, Myless (2001) asserted that sexually transmitted illnesses are those that can be spread sexually and are brought on by a range of pathogens. However, Achalu (1993) defined sexually transmitted illnesses as a collection of infectious disorders in which the primary method of transmission is through sexual contact.

CHAPTER ONE/INTRODUCTION

Background to the study

Students engage in social and educational exchanges at their schools, both with their fellow classmates and with the adults who instruct them. These exchanges are a component of the socialization that takes place in the school system, which may or may not result in beneficial outcomes. Students who have positive interactions at school are more likely to feel safe and motivated, whereas students who have negative interactions at school inhibit comprehensible input and distort learning in a negative way.

One of the phenomena that has the potential to undermine a child’s self-confidence and, as a result, their academic performance is speech that promotes hatred, which is a negative aspect of interaction. Speech that is intended to insult, offend, or intimidate a person because of some traits such as race, religion, sexual orientation, national origin, or disability is considered to be hate speech. This definition comes from the Merriam-Webster Dictionary. According to Adelakun (2017, page 1), the definition of hate speech is “any speech that is used to demean persons based on their identifiers such as race, gender, sexuality, disabilities, ethnicity, and predispose them to acts of violence.” The two definitions are comparable, with the exception that Adelakun (2017, page 1) includes the possibility that hate speech may incite individuals to engage in violent acts. The other definition does not include this qualification. For the purposes of this research, a “hate speech” can be defined as any communication directed toward another individual that is marked by extreme animosity and contempt and is motivated by their perceived disability. It is essential to make a clear distinction between speech that promotes hatred and reprimand. The latter has the intention of correcting someone’s bad behavior (in the case of a teacher-student relationship), whereas the former has the intention of devaluing and disparaging the recipient of the criticism.

Students’ academic success is largely dependent on their teachers as well as the members of their peer groups. According to research conducted by Waseka, Simatwa, and Okwach (2016), the academic performance of students is most significantly impacted by their teachers. They have the potential to either encourage or discourage students’ educational pursuits.

Olsen (2016) discussed the findings of a study conducted by Child Trends, a charitable organization that conducts research related to children and young adults. The study was a descriptive survey that looked at trends related to the students’ reports of being targets of hate speech. He conducted his study on young people and asked them whether or not anyone had insulted them at school based on their race, religion, ethnic background or national origin, disability, gender, or sexual orientation. He used young people as his research population. According to the findings of the study, a significantly higher proportion of girls than boys reported being the subject of hate speech based on their gender. According to the findings of the study, these kinds of events may have a detrimental impact on the physical and mental health of young people. According to the findings of the study, people who have been the targets of hate speech report higher rates of anger, loneliness, and powerlessness, as well as depression and anxiety. The findings of Olsen’s work were taken into consideration for this investigation because they demonstrated the harmful effects that hate speech can have on students.

Shah (2009) investigated the influence that instructors’ demeanor has on the students’ level of academic achievement at Pakistani universities. According to the findings of the study, the vast majority of teachers feel honored to do their jobs. They listened to the students with patience and openness to what they had to say. Both the teachers and the students reported that when they did well, their teachers praised them with encouraging words and that they placed a strong emphasis on helping the students develop positive character traits. According to the findings of the study, there is a high and significant positive correlation between the behavior of teachers and the academic achievements of students. This correlation is based on the observation that there is a relationship between the behavior of teachers and the academic achievements of students. The high level of positivity that teachers displayed toward their students led to those students achieving at a high level academically.

The study is an attempt at determining The Effect Of Hate Speech In Class Room Management Among Students In Tertiary Institution

Statement of the Problem

Students should understand that hate speech includes any cruel, hostile, or negative statements directed toward someone based on their race, religion, national origin, disability, age, gender, or sexual orientation.

Concerns have been raised about increased presence of hate speech in Nigerian campuses. The last few year has witnessed several incidents of hate speech in Nigerian campuses and the latest  among them is a female student identified as Deborah Samuel who was gruesomely murdered in Nigeria’s northwestern Sokoto state in 2022 after she was accused of hate speech and blasphemy. According to Vangaurd Reports 2022, unidentified assailants hunted down and killed Samuel after she sent a WhatsApp voice note to her classmates that some of them deemed to be hate speech and insult to the Prophet Muhammed.

Hateful speech bears negative repercussions and is particularly damaging in college communities across Nigeria. The efforts to regulate hateful speech on Nigerian campuses pose vexing socio-political problems, and the interventions to mitigate the effects require evaluating the pervasiveness of the phenomenon on campuses as well the impacts on students’ psychological state.