2025
Vol. 16, No. 1
This study examined gendered participation in indigenous dispute resolution
mechanisms in Emohua Local Government Area, Rivers State, focusing on how
men and women experience and engage differently in traditional conflict
resolution processes. The study was anchored on Social Role Theory (Eagly, 1987), which posits that societal expectations and culturally prescribed roles
shape individuals’ behaviors and opportunities, including participation in
decision-making and dispute management. Recognizing that cultural norms
and socio-cultural expectations influence gendered engagement, the study
adopted a qualitative research approach, employing in-depth interviews with
purposively selected key informants, including male and female elders, community leaders, and individuals previously involved in customary dispute
resolution. Secondary sources, including scholarly articles, books, and
institutional reports, were also used to provide historical and contextual
insights. Data were analyzed using qualitative content analysis, identifying
themes related to gender roles, participation levels, decision-making influence, and perceptions of fairness and effectiveness. Findings revealed that men
dominate formal decision-making processes, while women contribute through
informal roles such as advising, mediating, and maintaining community
cohesion. Socio-cultural factors, including patriarchal norms, family hierarchy, and societal expectations, significantly shape these participation patterns. The
study concluded that gender disparities persist, limiting fully inclusive and
effective conflict resolution. Consequently, it recommends gender-inclusive
awareness programs, institutionalization of women’s roles in traditional
councils, integration of modern governance principles with cultural practices, and community mentorship initiatives to enhance equitable participation, strengthen legitimacy, and sustain indigenous dispute resolution systems in
Emohua communities.
OGWU BEATRICE IHUOMA (Ph.D), EMEODU, ELIJAH NWABUEZE (Ph.D)