Gender Representation in Kenyan Journalism: Analyzing Gender-Sensitive Reporting Pedagogy and Faculty-Student Perspectives in Journalism Programs
type: CreativeWork
description: 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 Several challenges emerged, including outdated curricula, insufficient faculty training, socio-cultural resistance, and over-reliance on Western teaching models.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: 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.
author: Ndeleko, Constance Manga
language: en_US
language: English
keywords: Digital Media, Femicide, Gender Based Violence, Gender Mainstreaming, Gender-Sensitive Reporting, Journalism Education
date published: 2025
date modified: 2026-07-27T21:47:03Z
provider: University of Nevada - Reno
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Nevada - Reno