Gender Representation in Kenyan Journalism: Analyzing Gender-Sensitive Reporting Pedagogy and Faculty-Student Perspectives in Journalism Programs

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 Several challenges emerged, including outdated curricula, insufficient faculty training, socio-cultural resistance, and over-reliance on Western teaching models.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.

Level thesis:degree_level

M.A.

Year dc:date.issued

2025

Author dc:creator

• Ndeleko, Constance Manga

Advisor dc:contributor.advisor

• Pain, Paromita

Committee members dc:contributor.committeemember

• Andrews, Caesar
• Oikonomidoy, Eleni

• Digital Media
• Femicide
• Gender Based Violence
• Gender Mainstreaming
• Gender-Sensitive Reporting
• Journalism Education

Language dc:language.iso

en_US, English

Repository record dc:identifier.uri

https://scholarwolf.unr.edu/handle/11714/11552

OAI identifier oai:identifier

oai:scholarwolf.unr.edu:11714/11552