GENDER CONSTRUCTIONS AND ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN MERU COUNTY, KENYA

Abstract

This study was conceived to explore the influence of gender constructions on academic achievement in public secondary schools with specific reference to Meru County, Kenya. It sought to provide satisfactory responses to the following overarching research questions: First, what role do social perceptions play in constructing feminine and masculine genders among male and female students in secondary schools? Second, how does the gender socialization process influence academic achievement for male and female students in secondary schools? Third, what challenges do male and female students face in schools based on their gender constructions? Fourth, what support mechanisms should the school system adopt to address the influence of gender constructions on academic achievement of male and female students in secondary schools? Fifth, to what extent do gender constructions influence academic achievement of male and female students in secondary schools? The study employed a mixed method approach that combined elements of qualitative and quantitative aspects. This research employed a descriptive survey design to explore how gender constructions influence academic achievement in secondary schools. Naturalistic design was also used to generate in-depth information from study participants in their natural environment. Data was collected using various methods including; administering questionnaires to 500 randomly sampled male and female students in 85 schools; held focus group discussions with male and female students’ participants in 10 schools; interviewed 85 principals, 171 teachers, 92 parents and 8 education officers. Quantitative data analysis involved both descriptive and inferential analysis using SPSS version 20. Qualitative data analysis employed thematic