Contemporary Research Analysis Journal

This studyexamined the administrative measures against gender stereotypes towardsgender responsive pedagogy in public secondary schools in Meru District Council. Basing on the existence of gender inequality in provision of education, it is important to examine how to address the problem as it has impact to an individual and the society in general. The study aimed to assess gender responsive pedagogical interventions measures adopted to address gender stereotypes in Meru district council public secondary schools. A case study design was used for deep understanding of the phenomenon under qualitative research approach. The study utilised inclusive leadership theory which emphasizes on inviting the followers’ contributions for the benefit of an organisation. The study involved 32 participants sampled purposively from four ordinary level public secondary schools. The study used questionnaire, interview, observation, and document analysis as tools for data collection, which was analysed using descriptive statistics and thematic analysis. The study revealed that; different gender responsive pedagogical interventions were being adoptedagainst gender stereotypes. The study foundthat measures against gender stereotypes continue to be embraced in Meru District Council regardless of the challenges encountered. The studyconcludes that; genderresponsive pedagogy approaches are vital for discouraging gender stereotypes and encourage equality in provision of education. Thus, the study recommends that, there should be increased strategies to address gender stereotypes in schools and organise continuous awareness campaign on gender responsive pedagogy approaches to ensure both boys and girls enjoy their right to education as emphasized in sustainable development goal four.

Interventions, Gender stereotypes, Gender responsive pedagogical interventions, Public Secondary School

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