Gender related challenges encountered by students in learning technical courses in Machakos Technical Training Institute,Machakos County
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Date
2013-11-13
Authors
Mueni, Elijah Dorothy
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Abstract
This study aimed at exploring gender-related challenges faced by students in learning
technical courses in Machakos Technical Training Institute (MTTI). The objectives of the
study were to identify the courses male and female students were taking in MTTI,
investigate gender-related challenges students faced in learning technical courses in
MTTI and suggest ways of addressing these challenges. The study was guided by
descriptive research. The nine departments in the institution were grouped into three
clusters for the purpose of the study. One female, two male administrators and four heads
of the selected departments were included as informants. Systematic sampling was used
to select a sample of teachers while simple random sampling was used to select the
students' sample. In total, 18 teachers, 207 male and 190 female students participated in
the study.Data were collected using interview schedules for the administrators, heads of
departments and teachers. A questionnaire was used for students. Quantitative data were
analyzed using the Statistical Package for Social Sciences (SPSS) while qualitative data
were presented through descriptive methodology. The study established that both male
and female students faced challenges from teachers and classmates in learning the
courses in MTTI. However, female students faced more challenges in learning Building
and Civil Engineering (BCE), Electrical and Electronics Engineering (EEE) and
Computing and Applied Sciences (CAS) courses. The study also revealed that students
who were pursuing courses considered 'inappropriate' for them were perceived as
incompetent. Consequently, they were ignored, intimidated, belittled, ridiculed, and
labelled. The study concludes that male students dominated in learning engineering and
technology courses while female students dominated in learning hospitality management
and clothing technology courses. Although both male and female students faced gender related
challenges in learning technical courses, female students faced more challenges.
Some of the recommendations suggested were the Ministry of Education should develop
gender responsive policies to empower male and female students to participate equally in
learning technical courses, educate teachers and students to change their negative
attitudes and beliefs towards students pursuing courses considered inappropriate for them
and perceive them as competent and develop policies to enable male and female students
to work together and enhance their self-esteem to participate equally in learning the
courses regardless of gender. This will ensure that gender disparities are addressed hence
equity and equality in learning technical courses are enhanced.
Description
Department of Gender and Development Studies