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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Since education is recognized as a tool for achieving social mobility, it is expected to endow individuals with the skills and qualifications to take up social responsibilities, without any bias in regard to gender. Girls in mixed school set-ups do not feature as top performers. This paper, therefore, assesses the messages that the aspects of the hidden curriculum, specifically non-formal interactions, send to the students in regard to gender equality amongst students based on a study of mixed schools in the Uasin-Gishu County in Kenya. The authors adopted a survey research design. The target population consisted of the accessible population was the selected students in sampled mixed schools in the area. Proportionate stratified sampling technique was used to select 21 schools. Stratified random sampling based on gender was used to obtain the representative sample of 271 participants. The authors used questionnaires and document analysis as the main tools for collection of data. The collected data was coded using the Statistical Package for Social Sciences (SPSS), analysed both quantitatively and qualitatively, and then presented using descriptive statistics. It was established that the non-formal interactions in mixed public secondary schools promoted gender inequality amongst students. The interactions were not fair and perpetrated sexist tendencies within the mixed schools. Most of the respondents believed that the interactions were fair while a number said that the interactions were not fair. Majority of the respondents, therefore, believed that the interactions were fair and were not struggling for gender equality in those interactions. The authors recommend that boys in mixed schools be sensitized to work towards improving the education of their female counterparts. The study is significant as it highlights the importance of non-formal interactions of students and aids in understanding the effects of the attitudes, assumptions and expectations generated on the gender gap. |
| Keywords: impact, students' non-formal interactions, perception, gender equality, Uasin-Gishu county, Kenya. |
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