https://kerd.ku.ac.ke/handle/123456789/30 2026-10-01T23:54:39Z https://kerd.ku.ac.ke/handle/123456789/1417 A Study of Children's Perceptions of Gender Identity and Stereotype in Public Pre-Primary Schools in Nairobi County, Kenya Muasya, Juliet; Muasya, Isaac Pre-primary education is a critical period when children develop, understand and express their gender identity and stereotype. Thus, pre-primary teachers should provide a rich learning environment with materials and equipments to guide and support children as they continue to explore their gender identity and stereotypes. The current study explored ways in which children perceive gender identity and stereotypes. In depth interviews were used with 20 children (10 boys and 10 girls), randomly sampled from 10 public pre-primary schools in Nairobi County. Data was analysed using themes in line with the study objectives. Findings reveal that the influence of teachers and mothers has an impact on how both boys and girls perceive their gender identity and stereotype. In particular, masculine and feminine characteristics, play materials and equipments, enhances children's gender identity and stereotypes. In conclusion, it is important to note that in order to bridge the gender gaps experienced by boys and girls, it is critical to deal with gender bias, stereotype and discrimination during the early years of a child's life. Relevant policies and programmes should be put in place especially in teacher education in order to empower teachers to help children deal with gender stereotypes. An Article Published in International Journal of Elementary Education 2020-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/743 Progress Towards Attainment of Education for All (EFA) Among Nomadic Pastoralists: How Do We Dismantle the Gender Differential Jinx in Mandera County, Kenya? Orodho, John Aluko; Waweru, Peter Ndirangu; N.Getange, Kennedy The purpose of this paper is to document the current strategies put in place in Kenya towards the attainment of education for all (EFA) and millennium development goals (MDGs) among nomadic pastoralists the country. The guiding question is how can we dismantle the gender differential jinx hampering attainment of educational equity in Mandera County? The paper uses a combination of secondary and primary data sources. The primary data was obtained from a sample of 45 teachers undertaking their school-based degree programmers at Kenyatta and Mount Kenya Universities. Mixed methods employing both quantitative and qualitative approaches were used to analyze the data. It was found that despite the milestones achieved towards attaining EFA and MDGs in Kenya at the national level, Kenya still faces a number of challenges; some of them have significantly thwarted the possibilities of improving access and quality of education especially in nomadic pastoralist study areas of Mandera County of the country. The critical factors hindering the attainments of the targets include: poverty and the high cost of education as a result of uncontrolled latent user-charges introduced at school level, negative and retrogressive socio-cultural practices that specifically impact on the girl child, un-conducive learning environment due to schools that are not child-friendly, and insecurity among others. It is commended that strategies to dismantle the gender differential jinx in Mandera County should focus more sharply on the girl-child by using instructional techniques favorable to the girl-child, intensify the support to low-cost girls boarding schools and mobile schools to continue educational provision during nomadic shifts by parents, expand child-friendly schools and intensify peace education as well as education in emergency, among others. [256 words ]. An Article Published in IOSR Journal of Research & Method in Education (IOSR-JRME) 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/587 The Influence of Preschool Teachers’ Gender on Strategies to Scaffold Socio-Emotional Competence (SEC) in Children in Eldoret Town, Kenya Owino, Elizabeth A.; Kodero, Hezborn; Ruto-Korir, Rose Gender equality is a recurring theme in international conventions on education and social development. Relatively, little information exists regarding gender differences among teachers and their strategies to scaffold Socio-Emotional Competence (SEC) in preschool children. The information available has so far provided a mixed picture with some studies mainly focusing on the influence of teachers’ gender on children’s achievement. Some of these studies show that women have greater influence on children’s achievement, while others find no significant differences. This mixed methods study provides supplementary evidence on the influence of teachers’ gender on children’s achievement, but specifically, on SEC which is non-cognitive. From a total of 98 public and private preschools in Eldoret town, purposive sampling was used to select 301 preschool teachers out of which 6 participated in an interview while 2 classrooms were placed under observation. From these data, despite women being nurturers, there was no statistical significant influence of gender on strategies used by preschool teachers to scaffold SEC in children. Both men and women used the same strategies to scaffold SEC in children and this has been explored in detail. Efforts should be made to encourage preschool teachers regardless of their gender to intentionally scaffold SEC in children. An Article published in African Journal of Education, Science and Technology 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/583 Gender Inequalities in Education Buchmann, Claudia; DiPrete, Thomas A; McDani, Anne The terrain of gender inequalities in education has seen much change in recent decades. This article reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys. Of course, achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in postsecondary education, college completion, and graduate and professional school experiences. We recommend three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and noncognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of how gender differences might amplify other kinds of inequalities, such as racial, ethnic, class, or nativity inequalities An Article published in Annual Review of Sociology 2008-01-01T00:00:00Z