IT Education and Workforce Participation: A New Era for Women in Kenya?

Abstract

While Sub-Sahara African women have historically assumed the roles of both housewives and subsistence farmers, they have had few opportunities to participate in the modern economies of the region. However, this trend is changing with the exponential growth of information and communications technologies (ICT), giving many Sub-Sahara African women access to computers, the Internet and other related technologies. Based on the work of a four-member research team from Kenya and the US, this paper examines the integration of female college students into the formal ICT work sector in Kenya. We do so by examining major bottlenecks and enablers to such integration from historical and contemporary perspectives. Using an interpretive approach, we conducted thirty-two interviews with women in an ICT program offered by a university in Kenya. Our findings indicate that women were highly optimistic, embracing ICT as a practical mechanism for achieving entry into the labor market. However, they perceived significant structural barriers, such as public policies that failed to facilitate the development of the ICT sector, gender discrimination by employers, and training that provided them with insufficient technical skills to enable them to effectively perform in the workplace. These findings largely confirm the gendered perspectives found in similar studies conducted in other countries. However, what appear as global perspectives are informed by the local causes.

Women in politics in Kenya: an analysis of participation and barriers

“…Although low education may be prevalent among women in Kenya, it suggests that many women may be educated but may be discouraged to enter into politics. This finding is consistent with studies by Hughes (1989), Kameri-Mbote (2016), Mbarika et al, (2007), Odhiambo (2011) andYiapan (2002) who reported that education may not be a major reason for low participation of women in politics in Kenya because most women now have access to education. It is exigent to mention here that previous studies elsewhere have found education as a major barrier to participation of women (Barton, 2005;Kabeer, 2005;Shabaya & KonaduAgyemang, 2004).…”

“…The social order in Kenya affects the ability of women to enjoy their economic rights (Hughes, Mwiria, 1989;Kabeer, 2005;Milligan, 2014;Omwami, 2011). Sociocultural beliefs and practices such as patriarchy and reverence of the elder continue to work against women empowerment and thus, giving them limited resources and influence in societies (Boulanger, 2008;Mbarika et al 2007;Morojole, 2011;Owuor, 2016;Sivi-Njonjo, 2016).…”

“…Culture plays prominent role in determining the extent of women's involvement in activities outside the home (Kabeer, 2015;Lawless & Fox, 1999;Kameri-Mbote, 2016;Mwangi, 1996;Omwami, 2011). For instance, some cultural values prohibit the active participation of women in politics as some societal values and norms proscribe their involvement in activities outside the home (Mbarika et al 2007;Musandu, 2008). This contradicts political activities which put women at the forefront and engaging with men in public places.…”

“…Besides, stereotype gender roles contribute to the lack of investment in the education of women in societies (Boulanger, 2008;Mbarika et al 2007;Morojole, 2011). The patriarchal society in Kenya has mainly assigned women to the domestic role which mainly dissuade them from mainstream political activities.…”

Access to ICT as Moderating Factor to Women‟s Participation in the Labor Force: A Conceptual Framework

“…Malaysian citizens have begun to experience the reality of the information age, whether they realize it or not. Thus, there are evidences that ICT could encourage more women to join the labor market [32]- [34] .…”