High Quality Content by WIKIPEDIA articles! As with other aspects of society, women`s roles were primarily governed by regional and ethnic differences. In the north, Islamic practices were still common. This process meant, generally, less formal education; early teenage marriages, especially in rural areas; and confinement to the household, which was often polygynous, except for visits to family, ceremonies, and the workplace, if employment were available and permitted by a girl`s family or husband. For the most part, Hausa women did not work in the fields, whereas Kanuri women did; both helped with harvesting and were responsible for all household food processing. Urban women sold cooked foods, usually by sending young girls out onto the streets or operating small stands. Research indicated that this practice was one of the main reasons city women gave for opposing schooling for their daughters. Even in elite houses with educated wives, women`s presence at social gatherings was either nonexistent or very restricted. In the modern sector, a few women were appearing at all levels in offices, banks, social services, nursing, radio, television, and the professions (teaching, engineering, environmental design, law, pharmacy, medicine, and even agriculture and veterinary medicine). This trend resulted from women`s secondary schools, teachers` colleges, and in the 1980s women holding approximately one-fifth of university places—double the proportion of the 1970s. Research in the 1980s indicated that, for the Muslim north, education beyond primary school was restricted to the daughters of the business and professional elites, and in almost all cases, courses and professions were chosen by the family, not the woman themselves.