A study of gender role portrayals in secondary school history text books in Kenya

Abstract

Studies done in several countries and on Kenyan Primary Schools have noted the reoccurrence of gender-role stereotyping and the subsequent disadvantaged learning environment of the Girl-child.

The present study therefore focuses on Secondary School History textbooks in Kenya. It investigates whether similar stereotypes occur, their nature and extent. Secondly, investigation is done on the presence or absence of appropriate textual female role models and whether existing historical documents contain females whose contributions merit inclusion.

For the first part of the study, a representative sample of Secondary Schools within Nairobi Province is selected to identify commonly used history textbooks. Critical content analyses are done and resultant data quantitatively analysed using descriptive statistics. The descriptive statistics are presented using tabular illustrations with major themes and patterns identified and discussed.

For the second part of the study, an exploratory random survey of Kenya National Archives historical accounts is done and relevant females contributions analysed. Modes of incorporating identified historical materials into future secondary school history syllabi and textbooks revisions are discussed. Related recommendations are made.