https://kerd.ku.ac.ke/handle/123456789/8 Thu, 01 Oct 2026 23:54:31 GMT 2026-10-01T23:54:31Z 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 Wed, 01 Jan 2020 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1417 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) Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/743 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/740 Socio-Cultural Constraints Facing Girl Child Education in Mochongoi Division of Baringo District, Kenya Gitahi, Rose Nyambura Female education especially at primary levels is increasingly being realized to provide immense social and economic benefits for the developing countries. However, participation of girls in education is more often constrained in some countries. As a result, gender gap persists in education despite the research evidence that girl’s formal education is the key determinant of women’s involvement in development for the above nations. In Kenya the government is committed to providing education to all its citizens. In spite of commitment girl’s low participation in primary education remain unresolved in some parts of the country. Therefore the concern of this study was to investigate the constraints facing girl-child education in Mochongoi Division of Baringo District. To this end, research questions were developed to gender relevant socio-cultural norms and practices, parental perceptions on girl’s education. The study involved a sample of 130 pupils (50 male, 80 females) 10 head teachers (All male) a total of 64 teachers (30 males 34 females). Data was collected though questionnaires administered to pupils, interviews with parents and head teachers, and focus group discussions held with selected teachers. The data was analyzed both qualitatively using simple descriptive analysis and quantitatively using inferential statistics. The following emerged as the main constraints facing girl’s primary education in the locale of the study; socio–cultural factors including, early marriages, Female Genital Mutilation (FGM) initiation, and poor attitudes towards girls’ education, teenage pregnancies, and domestic responsibilities. It was also found that the government provides equal access to education for boys and girls but their participation differs. Girls are disadvantaged due to the socio-cultural constraints mentioned. An Article published in IOSR Journal of Research & Method in Education (IOSR-JRME) Mon, 01 Jan 2018 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/740 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/738 Gender Issues Affecting Girl Child Education in Northern Kenya Hussen, Adan Maalim Female Genital Mutilation/Cutting -FGM/C is recognized internationally as a violation of the human rights of girls and women. It’s debated for a long time and it is one that brings about an emotional response from all who understand it or have come across it. Many do believe that this practice should be eliminated from the face of the earth as it does more harm than good to the physical being of the girl child. This paper examines the experience of Kenyan child with a special emphasis to the girl child. The paper brings out some major concern that affects the girls in Kenya. The main question of this paper is how the girls in Kenya can escape the effects of the gender issues that tend to affects the girl’s child present and later age of adulthood. the paper found out that Kenya girl child is adversely affected by gender issues ranging from female genital mutilation, early marriage of girl child dropout of school since most of parents prefer educating the boys child rather than the girls child when faced with financial constraints, sexual abuse and gender based labor division which affect the girls child school performance since the girls fail to competitively do their school given home work. An Article Published in IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/738 2015-01-01T00:00:00Z