{"id":{"repo_id":"unr","oai_identifier":"oai:scholarwolf.unr.edu:11714/11552"},"canonical_url":"https://search.dev.ndltd.org/etd/unr/oai:scholarwolf.unr.edu:11714/11552","repository":{"repo_id":"unr","name":"University of Nevada - Reno","base_url":"https://scholarwolf.unr.edu/server/oai/request"},"display":{"title":"Gender Representation in Kenyan Journalism: Analyzing Gender-Sensitive Reporting Pedagogy and Faculty-Student Perspectives in Journalism Programs","abstract":"This study investigates the integration of gender-sensitive reporting (GSR) approaches in journalism education across different Kenyan public and private universities and colleges. There's a broad corpus on gender inclusion in the media; however, little research has examined structural issues in integrating gender-sensitive reporting concepts in the journalism curricula. In response to persistent gender-based violence and media misrepresentation of women, this survey research study incorporates mixed-methods to examine pedagogical approaches that promote gender awareness in journalism programs. This study surveyed (N=67) journalism students and faculty members. It used structured online questionnaires to explore curriculum design, teaching practices, institutional support, and the influence of socio-cultural norms on GSR approaches. A thematic analysis that involved open coding of the data was preferred to identify recurring themes and patterns. This survey research revealed three significant findings: (1) Kenyan journalism programs lack standardized curriculum approaches to GSR education; (2) there is a lack of both faculty and institutional preparedness for GSR; and (3) persistent social-cultural norms (the dominant limiting factor) that influence the perception of gender issues among students and faculty members. It also highlighted a critical gap between conceptual understanding and practical implementation of GSR. Several challenges emerged, including outdated curricula, insufficient faculty training, socio-cultural resistance, and over-reliance on Western teaching models. While most participants recognize the importance of gender-sensitive reporting, inconsistencies in curriculum reviews and a lack of standardization limit its effectiveness. This study contributes to a nascent area of research, offering new perspectives and underscoring the critical need for curricular reform, faculty development, and institutional support to bridge these gaps.","abstract_html":"This study investigates the integration of gender-sensitive reporting (GSR) approaches in journalism education across different Kenyan public and private universities and colleges. There's a broad corpus on gender inclusion in the media; however, little research has examined structural issues in integrating gender-sensitive reporting concepts in the journalism curricula. In response to persistent gender-based violence and media misrepresentation of women, this survey research study incorporates mixed-methods to examine pedagogical approaches that promote gender awareness in journalism programs. This study surveyed (N=67) journalism students and faculty members. It used structured online questionnaires to explore curriculum design, teaching practices, institutional support, and the influence of socio-cultural norms on GSR approaches. A thematic analysis that involved open coding of the data was preferred to identify recurring themes and patterns. This survey research revealed three significant findings: (1) Kenyan journalism programs lack standardized curriculum approaches to GSR education; (2) there is a lack of both faculty and institutional preparedness for GSR; and (3) persistent social-cultural norms (the dominant limiting factor) that influence the perception of gender issues among students and faculty members. It also highlighted a critical gap between conceptual understanding and practical implementation of GSR. Several challenges emerged, including outdated curricula, insufficient faculty training, socio-cultural resistance, and over-reliance on Western teaching models. While most participants recognize the importance of gender-sensitive reporting, inconsistencies in curriculum reviews and a lack of standardization limit its effectiveness. This study contributes to a nascent area of research, offering new perspectives and underscoring the critical need for curricular reform, faculty development, and institutional support to bridge these gaps.","abstract_has_math":false,"creators":["Ndeleko, Constance Manga"],"institution":null,"degree_name":null,"degree_level":"M.A.","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Pain, Paromita"],"committee_chairs":[],"committee_members":["Andrews, Caesar","Oikonomidoy, Eleni"],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T21:47:03Z","subjects":["Digital Media","Femicide","Gender Based Violence","Gender Mainstreaming","Gender-Sensitive Reporting","Journalism Education"],"languages":["en_US","English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarwolf.unr.edu/handle/11714/11552","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Pain, Paromita"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Andrews, Caesar","Oikonomidoy, Eleni"]},{"key":"dc:creator","label":"Author","values":["Ndeleko, Constance Manga"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-09-08T18:38:15Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-09-08T18:38:15Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:type","label":"Dc Type","values":["M.A."]},{"key":"thesis:degree_level","label":"Degree Level","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Digital Media","Femicide","Gender Based Violence","Gender Mainstreaming","Gender-Sensitive Reporting","Journalism Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://scholarwolf.unr.edu/handle/11714/11552"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigates the integration of gender-sensitive reporting (GSR) approaches in journalism education across different Kenyan public and private universities and colleges. There's a broad corpus on gender inclusion in the media; however, little research has examined structural issues in integrating gender-sensitive reporting concepts in the journalism curricula. In response to persistent gender-based violence and media misrepresentation of women, this survey research study incorporates mixed-methods to examine pedagogical approaches that promote gender awareness in journalism programs. This study surveyed (N=67) journalism students and faculty members. It used structured online questionnaires to explore curriculum design, teaching practices, institutional support, and the influence of socio-cultural norms on GSR approaches. A thematic analysis that involved open coding of the data was preferred to identify recurring themes and patterns. This survey research revealed three significant findings: (1) Kenyan journalism programs lack standardized curriculum approaches to GSR education; (2) there is a lack of both faculty and institutional preparedness for GSR; and (3) persistent social-cultural norms (the dominant limiting factor) that influence the perception of gender issues among students and faculty members. It also highlighted a critical gap between conceptual understanding and practical implementation of GSR. Several challenges emerged, including outdated curricula, insufficient faculty training, socio-cultural resistance, and over-reliance on Western teaching models. While most participants recognize the importance of gender-sensitive reporting, inconsistencies in curriculum reviews and a lack of standardization limit its effectiveness. This study contributes to a nascent area of research, offering new perspectives and underscoring the critical need for curricular reform, faculty development, and institutional support to bridge these gaps."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Gender Representation in Kenyan Journalism: Analyzing Gender-Sensitive Reporting Pedagogy and Faculty-Student Perspectives in Journalism Programs"]}]}],"canonical_facts":{"dc:contributor.advisor":["Pain, Paromita"],"dc:contributor.committeemember":["Andrews, Caesar","Oikonomidoy, Eleni"],"dc:creator":["Ndeleko, Constance Manga"],"dc:date.accessioned":["2025-09-08T18:38:15Z"],"dc:date.available":["2025-09-08T18:38:15Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This study investigates the integration of gender-sensitive reporting (GSR) approaches in journalism education across different Kenyan public and private universities and colleges. There's a broad corpus on gender inclusion in the media; however, little research has examined structural issues in integrating gender-sensitive reporting concepts in the journalism curricula. In response to persistent gender-based violence and media misrepresentation of women, this survey research study incorporates mixed-methods to examine pedagogical approaches that promote gender awareness in journalism programs. This study surveyed (N=67) journalism students and faculty members. It used structured online questionnaires to explore curriculum design, teaching practices, institutional support, and the influence of socio-cultural norms on GSR approaches. A thematic analysis that involved open coding of the data was preferred to identify recurring themes and patterns. This survey research revealed three significant findings: (1) Kenyan journalism programs lack standardized curriculum approaches to GSR education; (2) there is a lack of both faculty and institutional preparedness for GSR; and (3) persistent social-cultural norms (the dominant limiting factor) that influence the perception of gender issues among students and faculty members. It also highlighted a critical gap between conceptual understanding and practical implementation of GSR. Several challenges emerged, including outdated curricula, insufficient faculty training, socio-cultural resistance, and over-reliance on Western teaching models. While most participants recognize the importance of gender-sensitive reporting, inconsistencies in curriculum reviews and a lack of standardization limit its effectiveness. This study contributes to a nascent area of research, offering new perspectives and underscoring the critical need for curricular reform, faculty development, and institutional support to bridge these gaps."],"dc:format":["PDF"],"dc:identifier.uri":["https://scholarwolf.unr.edu/handle/11714/11552"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:subject":["Digital Media","Femicide","Gender Based Violence","Gender Mainstreaming","Gender-Sensitive Reporting","Journalism Education"],"dc:title":["Gender Representation in Kenyan Journalism: Analyzing Gender-Sensitive Reporting Pedagogy and Faculty-Student Perspectives in Journalism Programs"],"dc:type":["M.A."],"thesis:degree_level":["M.A."]},"updated_at":"2026-07-27T21:47:03Z"}