An ecological approach in understanding the rise of strikes in secondary schools in Nairobi
Abstract
This study was designed to explore the extent to which socio-ecological factors in the
school contribute to the strikes in secondary schools within Nairobi. Fieldwork for this
study was conducted in Langata constituency, between June and October 2010. This
study therefore set out to answer three research questions: first was to gauge to what
extent does peer pressure contribute to student unrest in secondary schools. Second,
whether the school set-up contribute to strikes in secondary schools and finally, gender
differences in the disposition of students to school strikes.
The study was cross-sectional and exploratory in nature using both qualitative and
quantitative methods to collect data. Qualitative data was collected through focus group
discussions, key informant interviews and observation that included students, teachers
and school administrators. On the other hand, quantitative data was gathered using the
questionnaire instrument administered to 50 students. A total of 90 participants (68 male
and 22 female) were engaged. The quantitative data was analyzed manually to gauge the
age bracket and number of students who participated in the study and the findings from
this approach presented in tables of percentages and frequencies. Qualitative data was
analyzed according to emerging themes, and presented through quotes, anecdotes and
descriptive methods.
The study revealed that students within the school context, students regardless of high or
low academic achievement are prone to strike if their school climate is not conducive for
their academic and social needs. Moreover, the study illustrated that peer pressure and
mass media influences delinquent behaviour among school attending teenagers both
negatively and positively. The final focus of the study indicated that male students are
more disposed to delinquent and violent behaviour in comparison to female students.
This study set out with the objective of exploring the extent to which socio-ecological
factors in the school contribute to school strikes in Nairobi. The study findings suggest
that this objective has been achieved. These ecological factors come in various levels
from within and without the school environment, although what is most significant here
is the school environment. Through this conclusion, the author also discusses strategies,
implications and recommendations for further research on school unrest.
Citation
Master Of Arts in Gender and Development StudiesPublisher
University of Nairobi Institute Of Anthropology, Gender And African Studies