RP-Department of Gender and Development Studies

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Revisiting our Indigenous Shrines through Mungiki
(African Affairs, 2001-07) Wamue-Ngare, G.N.
This article discusses the Mungiki movement's beliefs and practices as they relate to the traditional religion and cultural practice of the Gikuyu people. Mungiki is a Gikuyu word taken from the etymological root word, Muingi , to mean masses or people. The Mungiki is a fundamentalist movement with a religious, political and cultural agenda. It argues that, since African religion is discerned in terms of beliefs, ceremonies, rituals and religious officials, a conversion to other faiths is not practical. Its followers are therefore calling for re-conversion from foreign worship to indigenous beliefs. Although the Mungiki is largely a Gikuyu affair, the sect expects to embrace all other Kenyans. It calls for the teaching of African indigenous values before any change can take place. In practice, Mungiki followers have denounced the Christian faith. The movement has adopted Gikuyu religion as a weapon to challenge political and religious authority, and has raised an outcry from religious leaders and government officials. Mungiki followers affirm that theirs is a religious and not a political movement.
Gender Inequalities in Kenya
(UNESCO, 2006) Judith, Okely; Mareri, Lydia; Wafula, Christopher
Older Women's Rights to Property and Inheritance in Kenya: Culture, Policy, and Disenfranchisement
(Taylor & Francis, 2010) Kimani, Elishiba; Maina, Lucy
Women’s rights to property and inheritance are safeguarded through various human rights policies and laws at international, regional, and country levels. However, many women continue to experience discrimination while claiming these rights. In Africa, older women, in particular, experience obstacles as they attempt to secure inheritance and property rights. These older African women, who are already more likely to be among the most vulnerable and disadvantaged, have little recourse when denied access to property or inheritance. In Kenya, there are various legislated policies and guidelines regarding property ownership and inheritance. Despite these policies, cultural, structural, and even judicial impediments continue to disenfranchise women. This article highlights the historical and cultural context of property and inheritance rights for older women in Africa and Kenya and the evolution of policy responses to these impediments.
Gender Dynamics in Science and Technology
(2010) Kimani, E.; Mwikamba, K.
An understanding of gender dynamics in science and technology is based on the perspective of how social norms, values and attitudes dictate differentials in the participation of male and female in these fields. This in essence calls for a critical consideration of the forces, naturally and socially ascribed, that influence the choices that women and men make, both in education and professional alienation. While gender refers to socially ascribed differences between males and females as women, men, girls and boys, there are notable natural differences dictated by sex that cannot be ignored. The discussion thus zeroes into what males and females can do, and what they think they can do or are expected to do by the society. The ideal is therefore on the differences between nature and nurture and by extension, sex and gender. The argument is that more than the physiological make up of an individual, the concept of gender is responsible for the female’s lack of venture into science and technology, viewing it as a no go zone, hence male dominated in theory and practice. While education as a whole is important in empowering individuals, skills and knowledge in mathematics, science and technology are known to guarantees a place in the related world of work. The existence of glaring gender disparities in the participation in science and technology on the basis of gender is a global concern; hence a need to engage in scaling up strategies to encourage female to intensify their interest and participation in these areas, while ensuring that boys and men stay on. Key words: Gender, sex, participation, disparity, science and technology
Gender and poverty reduction: A Kenyan context
(Academic Journals, 2010-01) Kimani, Elishiba; Kombo, Donald Kisilu
Poverty is a dehumanising condition for every one. It erodes human rights of the affected whether women or men. Poverty subjects an individual to a state of powerlessness, hopelessness, and lack of self-esteem, confidence, and integrity, leading to a situation of multidimensional vulnerability. Poverty has a gender dimension since women and men experience and react differently to its impact. It cuts across age, ethnicity and gender. Unless there are realistic and workable interventions to redress the situation, there develops a vicious circle of poverty where it is inherited from one generation to the other in households, communities and the nation. As many people in Kenya are poor with the women bearing the blunt of it, reducing its impact as well as breaking its vicious circle requires a concerted effort and a gender perspective in all the interventive strategies. Commitment of Kenya Government to eradicate poverty is manifest in its current development strategies, as demonstrated with the efforts towards the achievement of the Millennium Development Goals, especially No. 1, on the eradication of poverty to less than 30% of the Kenyans by 2015 and the Kenya Vision 2030. However, the reality on the ground indicates that despite these intentions, the increase on the number of the poor both in rural and urban Kenya has been worrying. This creates a need to intensify poverty reduction efforts in planning and programming, especially as regards to human resource development, health, employment, physical infrastructures, agriculture, rural development, trade, public safety, law and order, all of which are instrumental in scaling up the development process and poverty eradication. Moreover sustainable poverty reduction strategies must engage both women and men as actors and beneficiaries.
Gender Paradigm Shift within the Family Structure in Kiambu, Kenya
(African Journal of Social Sciences, 2011) Wamue-Ngare, G.N.; Njoroge, W. N.
The African family is organized along gender relations that stem from patriarchy. Patriarchy manifests itself in socio-economic and cultural structures that present diverse gender conflicts. Cultural gender norms affect resource distribution and power relations in the family, thereby creating gender inequalities. Members with more access to resources have greater power and influence. Using the Resources Theory, this paper posits that family members with more access to resources have greater power; hence more influence. The African family has witnessed a gender paradigm shift. This has dire consequences for both men and women. It has improved women’s decision –making, thereby widening their autonomy. On the other hand, it has challenged the traditionally perceived male supremacy rendering men helpless and hopeless. By so doing, it has strained gender relations, thus marginalizing the family further. Using a baseline survey, this paper highlights the gender shift and its impact on the family in Kiambu, Kenya.
Challenges facing female learners in various levels of education in Kenya
(2011) Kimani, Elishiba; Mugenda, Olive M.; Maina, Lucy; Wainaina, Michael
This study investigated the challenges facing female learners at various levels of education, with a view to generating strategies and recommendations that would assist in promoting their full participation in the education sector in the country. In addition, the study investigated the challenges faced by female employees in the participating institutions. The participants were drawn from four institutions, purposively selected to represent middle level colleges, public as well as private universities. The study established that females faced challenges throughout the various education cycles as learners. The challenges seemed to increase as the female students went up the education ladder. Although identified challenges ranged from social-economic to policy and institutional based, sexual harassment was identified as a serious one cutting across all levels of education. This and other challenges call for urgent redress at institutional and government levels if gender equality and women empowerment is to be realized. The study concludes by discussing strategies that can be adapted to enhance participation of females at various levels of education in Kenya. Some of the strategies had implications for policies while others demanded social transformation in terms of change of people’s culture and attitudes. Others challenged institutional policies and practices. Specific strategies included the need to promote access to education; provision of safe, friendly and secure learning and teaching environment; establishment and upgrading of single sex schools in the learning of science, mathematics and information technology (SMIT); teaching of life-skills and retooling of teachers for gender sensitive pedagogy
Regional Disparities in Employment and Human Development in Kenya
(Canadian Journal of Business and Economics, 2012) Omolo, J.O.
What are the regional disparities in employment and human development in Kenya? This is obviously some of the questions that linger in the minds of many Kenyans as they prepare to mark the second anniversary of the promulgation of the new Constitution in August 2012. This chapter attempts to explore the regional disparities in employment, earnings and human development in Kenya. It contextualizes the study within the framework of unbalanced regional development that Kenya has grappled with since attaining political independence in 1963. It then discusses the various indicators of regional imbalances in employment, earnings and human development. It concludes that Kenya still manifests considerable regional disparities in employment, earnings and human development. It is expected that effective implement of the Constitution, inclusive of the devolved system of government will help address these imbalances.
Factors Predisposing Women to Intimate Partner Violence (IPV) in Kenya
(International Journal of academic research reflector, 2012) Kimani, Elishiba; Muriithi, J. K.; Ngige, L.
This study was guided by the feminist theory by Dobash & Dobash (1979) and Walker (1979). The study sought to establish predisposing factors of IPV. The study sample was 230 women survivors from selected shelter homes in Nairobi and Nakuru in Kenya. Interview schedules were utilized in data collection. The data was analyzed using quantitative and qualitative approaches. The findings showed that IPV is a complex phenomena emanating from factors such as low education status, low income, strained relationships, alcohol and drug abuse. The solution to this enigma lies in addressing the underlying cultural beliefs about gender inequality that feed the forces of social relations between male and female partners’.
Transitional Challenges Facing University First Year Students in Kenyan Public Universities: A Case of Kenyatta University
(Interdisciplinary Review of Economics and Management, 2012) Wang'eri, T. W.; Kimani, Elishiba; Mutweleli, Samuel Mutua
The intention of this paper was to investigate on the transitional challenges facing first year students in Kenyan Public universities. The challenges were investigated in terms of autonomy, social adjustment, compatibility among roommates, the feeding habits, and access to support services and adjustment to academic programs. Hurvighust’s developmental tasks theory informed the study. The study was done in Kenyatta University, a public university in Kenya. Six schools were randomly selected from fourteen from which twenty students were randomly selected from different departments to a sample of 120 students. Further, officers from key university offices dealing with student’s services and welfare were selected for interview. The results indicate that majority of students found the transition challenges in all the areas investigated. In relation to autonomy 13.33 % had high autonomy while 86.67% has average autonomy. With regard to social compatibility only 6.6% showed high compatibility and 73.33% average while 20% showed low compatibility respectfully. Data on compatibility with roommates revealed that only 6.6% were compatible, 40% average and 53.33 % low compatibility. On access to support services 20% had high access, 66.70% average while 13.33% showed low access to support services. For the feeding habits only 3.3% indicated good feeding habits while 96.6% reported poor feeding habits. Data regarding adjustment to s how that 3.3% reported high adjustment, 93.33% average adjustment and 3.33 reporting low adjustment. The findings further indicated some differentials in the challenges in relation to gender as well rural and urban orientation of the first year students. The study recommends a need for an effective orientation programme for all first year students to prepare them for university entry. In addition welfare and service providing offices-accommodation, career guidance, mentoring, chaplaincy and dean of students are important in providing useful information to help first year students settle faster in the university and make appropriate decisions regarding their academic and social life in the university.
The gender–education–poverty nexus: Kenyan youth’s perspective on being young, gendered and poor
(Taylor & Francis, 2012-05) Chege, Fatuma N.; Arnot, Madeleine
This article argues that the role of education within the gender–poverty debate needs to be reconceptualised. It stresses the importance of conceptualising the gender–education–poverty nexus as a cluster of complex interactive combinations and bonds in which education outcomes are shaped by, and shape, both poverty and gender. The aim of the paper is to contribute towards a greater understanding of this set of interrelations. It does so by drawing on findings from research in Kenya in which a sample of 24 young people (brothers and sisters aged 16–25) living in 18 poor households were interviewed. These young men and women with varying levels of formal schooling discussed the complex relationships they perceived between their education, gender relations in the community, and the adult lives they hoped to build. Young men wished to build a life in the community whilst some of the young women were keen to marry and leave. Female and male youth were aware of gender changes in identities and roles and how they might challenge the respect associated with particular forms of masculinity. Although weakening of gender boundaries in employment was observed, these appeared to be more associated with young people’s survival strategies than with gender equality promoted by schools. Education is not a way to escape poverty – it is a way of fighting it. (Mwalimu Julius Nyere1)
The Historical Journey of Women’s Leadership in Kenya.
(Journal of Emerging Trends in Educational Research and Policy Studies, 2012-12) Kimani, Elishiba; Kabira, Wanjiku Mukabi
This article presents the historical journey of Kenyan women towards leadership and fair representation in social-economic and political sphere. The movements have a humble beginning from self-help groups during pre-independent period. The landmark was the formation of Maendeleo ya Wanawake (MYWO) organization in 1952, which is still a powerful grassroots' women's organization across the country. In the following years, women's movements in Kenya expanded and specifically focused on enhancing women's participation in leadership in appointive and elective bodies. Of great concern was the creation of institutional frameworks for mainstreaming gender through policies and legislation and ensuring the issues were taken on board the new constitution that was being negotiated from 1992-2010. Key achievements have been the establishment of national and institutional gender policies, National Gender Commission, a ministry in charge of women Affairs, Children and Social Services, publication of the Sexual Offences Act (2007), inclusive constitution making process and the provision of not more than one third of either gender in appointments and elective posts among many other gains. Although the journey has been steep and the processes challenging, the gains made say it all: 'the end justifies the means'. Keywords: Historical, Journey, Women, Leadership, Kenya.
HIV/AIDS and the community with reference to Kenya
(Prime Journals, 2013) Kimani, Elishiba N.
In spite of the increased awareness on HIV/AIDS the prevalence rates is increasing in Kenya and in other countries in Sub-Saharan Africa. Statistics on prevalence rates show diversities in gender and across the countries and regions. Among the vulnerable groups are the youth and females for obvious reasons ranging from biological, social-economic and drugs abuse. The impact of the pandemic has caused a major concern at the family and communities levels and has affected government’s spending and the development process at all levels. The most vulnerable groups including youth need special targeting in HIV and AIDS programming. In this endeavor, particular emphasis needs to be provision of appropriate information and change of sexual behavior.
ICT uptake and use as a tool for personal adjustment and academic pursuit among undergraduate students at Kenyatta University
(2013) Kimani, Elishiba; Wangeri, Tabitha; Mutweleli, Samuel Mutua
The intention of this paper was to explore ICT uptake and use as a tool for personal adjustment and academic pursuit undergraduate students at Kenyatta University in Kenya. To establish this, the study sought to investigate on the first years’ students ICT basic computer proficiency and the challenges the students experienced in up taking ICT at high schools and universities. The study was done in Kenyatta University, a public university in Kenya among first year students taking Bachelor of Education degree. A total of 104 students were randomly selected and data generated using a questionnaire. The results indicate that majority of students had experienced challenges uptaking and using ICT in the university. Only a few students owned computers. Few students had, with female students being more than males. Proficiency by age was also low. By degree program Joint Admission Board (JAB) students reported higher proficiency than those in Self Sponsored Programme (SSP). There were also differentials of proficiency in terms of categories of high schools attended and rural versus urban. Among the challenges reported were inadequate number of computers, faulty computers and computer illiteracy. They recommended that the university could offer ICT classes and increase the number of computers to enable them to become ICT proficient. The study recommends that the ministry of education should make it mandatory for all secondary schools to have ICT infrastructure and teachers trained in ICT in all secondary schools
Gender Factors in Implementation of Life Skills Education in Secondary Schools in Nairobi, Kenya
(IJER, 2013) Ndirangu, A.N.; Wamue-Ngare, G.N.; Wango, G.
This study explored the gender factors facing implementation of Life Skills Education in Secondary Schools in Nairobi East District, Nairobi County, Kenya. Data was analysed in the light of Bandura’s (1977) social learning theory integrated with Pearson’s (2002) Theory on gender relations. The study employed a descriptive research design whose sample comprised of PDE office. Both quantitative and qualitative data was collected using a structured questionnaire, observation, interviews and Focus Group Discussions. Findings indicate that there are gender limitations in selecting life skills' teachers in schools and those life skills was mainly taught by female teachers. Teachers indicated that they were uncomfortable teaching sensitive topics to students of the opposite sex and that the syllabus was not fully covered. The majority of female students did not like sharing their problems with boys and preferred girls. This suggests gender specific barriers in the teaching of life skills in schools. In addition, findings revealed that principals of schools did not facilitate teachers’ attendance of seminars and workshops to enhance their skills. The study recommends gender-responsive teaching of life skills.
Gender concerns in banana production and marketing: their impacts on resource poor households in Imenti south district, Kenya
(Horticultural Association of Kenya, 2013) Miriti, L.; Wamue-Ngare, G.N.; Masiga, C.; Miruka, M.; Maina, I
In Kenya, the general decline in traditional cash crop production has contributed to a major shift to other subsistence crops from the mid-eighties. A majority of small scale farmers have replaced the cash crops with banana farming. Previously, banana was considered a semi-subsistence women’s crop. The shift of banana farming from subsistence to commercial production has attracted many men and women into the industry. However, this has changed gender relations in the households and banana farms thereby generating gender concerns. The objective of this study was therefore to assess the gender concerns in banana production and marketing, their impact on resource poor households and make appropriate recommendations. The paper is based on a study carried out in Imenti South District, Meru County in the year 2011. A stratified random sample of 125 farmers was selected. Four focus group discussions (FGDs), eight key informants (KIs) and two case studies were purposively sampled. Semi- structured, structured questionnaires interview guides and observations were collectively used to obtain the data. The study showed that women have control of bank accounts, banana income and are hiring own land to plant bananas. However, this has brought intra-household gender conflicts especially in resource poor households further disempowering men who have resulted to drinking local brew and burdening women more. The potential of bananas to raise the standard of living among the resource poor is thus not being realised. There is need for awareness creation among stakeholders on gender mainstreaming which will lead to policy formulations. Such a move will assist in defining ways of introducing any technology that changes a woman’s subsistence enterprise into a commercial undertaking. The study further recommended empowerment of men and women in resource poor households through formation of gender responsive farmer groups.
Relationship between Alcoholism and Family Cohesion: A Gender Analysis of Kigio Location, Gatanga District, Kenya
(Contemporary Research Center (CRC), 2013) mwai, Wangari; Wamue-Ngare, G.N.; Mwangi, Alice w.
The purpose of this study was to examine the effect of alcoholism on family cohesion in selected households in Kigio location in Gatanga District. The objectives of the study were to establish the effect of alcohol on family income, find out the relationship between parents alcohol intake and children's education, establish alcohol influences on the distribution of resources in female and male headed households and find out the effect of alcohol on family stability. The results reviewed that parental alcoholism had a negative impact on the education of the children and that the men were most affected. Alcohol abuse affected husband-wife relationship in, intimate partner violence, increased conflict, nagging, blame, emotional and physical abuse, poor sexual relationship and guilt. Based on the study findings, the following conclusions were drawn, that exposure to alcoholism in the family was strongly related to incest, homicide, high school dropout rate, gender based violence, increased STIs, HIV/AIDS, divorce and more female headed than male headed households.
Evolution of Ethnic Based Gangs in Kenya: With Special Emphasis on the Mungiki
(2013) Wamue-Ngare, G.N.
The protection of civilians from harm and abuse is a key humanitarian concern. This challenge is compromised by the rising insecurity in Kenya, which is a major source of concern to the government, since most major ethnic groups have ethnic based militia gangs. The government continues to deny the existence of ethnic-based militia gangs and at other times affirms their existence, thereby responding very harshly towards some of them. By so doing, the government acknowledges the existence of the militia and the consequent challenge of dealing with them. Unfortunately, majorities of these groups stay inertia and only awakens whenever called upon, especially by politicians to lease terror to opponents during election period. Ethnic-based groups comprising of "young warriors, have always existed in Africa. The rite of passage that transmits children to adulthood, initiation, demands that, as a proof of manhood, young men form a community's defense force, guarding against cattle rustlers and other perceived "enemies" as well as retaliating when necessary. Custom demands that such young warriors obey community's elders and develop warriors' cohesion among persons of the same age group. This is believed to make it quite easy to mobilize during a call for action. Examples of such groups are the Njama ya aanake (Kikuyu), and the famous morans (Masaai). Observably, 1 these legitimate peer groups would often armed with a variety crude weapons, but rarely firearms. They are exclusively comprised of male youth whose members' age range between 18 and 30 years. It is this indigenous concept of community defense male youth that has with time undergone a dramatic metamorphosis into ethnic based militia gangs. This paper gives a brief overview of armed militia ethnic-based gangs in Kenya. Its main focus, however, is on the Mungiki. It addresses three questions: With special emphasis to Mungiki, how have ethnic gangs evolved? What threat do they pose for national cohesion? What are the options for resolving the problem of ethnic gangs?
Experience of school - related gender - based violence by pupils and the culture of silence : A case of primary Schools in Kasarani District, Nairobi County , Kenya.
(Contemporary Research Center AUSTRALIA, 2013-03) Wamue-Ngare, G.N.; Barasa, Sarah F.; Wanjama, L.
The UN Convention on the Rights of the Child (CRC), the African Charter on the Rights and Welfare of the Child and the Kenyan Constitution provide for the protection of children from all forms of harm, violence or abuse. Despite these legal provisions and efforts to reduce and eliminate violence against children, particularly girls, violence and abuse are still widespread at home, in schools, and in the community at large in Kenya. This study, therefore, examined the experience of school-related gender-based violence by primary school pupils in Kasarani District, Nairobi County, Kenya. Using both probability and non-probability techniques, 156 pupils and 8 teachers were sampled from 10 primary schools. Data were collected using questionnaires, interview guides and focus group discussion guides, and analyzed using qualitative techniques. The study results indicated that school-related gender-based violence is common in the schools covered by this study. About 9.6% of the respondents reported that they had been sexually assaulted at one time within the school environment. While 53% reported that they had experienced one form of psychological abuse or the other, 75% had suffered physical violence. The results further revealed a significant disparity in reporting patterns of each form of violence. For instance, reporting acts of sexual abuse was undermined by the fear of reprisals from the perpetrators. Cases of sexual abuse by teachers were also reported. The pupils who had experienced one form of violence or another reported that this had adverse effects on their learning experiences, their health and well being. This study concluded that there existed serious cases of violence in schools that went unreported or unnoticed owing to the skewed nature of the relationships between the pupils and the perpetrators.This study recommends that prompt measures need to be instituted through the Ministries of Health and Education to build the skills and confidence of the pupils to be able to report and appropriately respond to all forms of School-Based GBV perpetrated against them.
HIV/AIDS and the community with reference to Kenya
(2013-07-10) Kimani, Elishiba
In spite of the increased awareness on HIV/AIDS the prevalence rates is increasing in Kenya and in other countries in Sub-Saharan Africa. Statistics on prevalence rates show diversities in gender and across the countries and regions. Among the vulnerable groups are the youth and females for obvious reasons ranging from biological, social-economic and drugs abuse. The impact of the pandemic has caused a major concern at the family and communities levels and has affected government’s spending and the development process at all levels. The most vulnerable groups including youth need special targeting in HIV and AIDS programming. In this endeavor, particular emphasis needs to be provision of appropriate information and change of sexual behavior.

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