Gender Biases in the Language of African Music: a Case of Classical Compositions of two Kisii Musicians

The language used in African music at times denotes gender biases against women. This paper intends to explore such language and biases in the music of one African community. Gender biases are depicted in the language of Kisii classical music which in some cases is clearly against the women. This paper observes that the language used in Kisii classical music is meant to serve as a source of delivering entertainment to those who understand EkeGusii. The same music is also a source of information and communicates content replete with overtones that boarder on sexual harassment, gender imbalances and also depicts the woman as the weaker sex. The music in question, if not checked, may play a significant role in demeaning the role of women in their social, economic, and political existence in the society. An overwhelming majority of Kisii classical music seems to relegate the Kisii woman to the subordinate position. In this case, she is largely confined to household chores, besides giving birth, entertaining the men folk as well as ensuring that the home is hospitable enough to attract visitors. To this extent, she is barred by tradition from deviating from the norm, i.e., finding her rightful place in the kitchen, and if she ventures into politics, she is variously referred to as “riraya” (prostitute). If she tries her hand in economic related activity so as to contribute to the family income, she is seen as a threat to her husband’s manhood as the sole provider, protector and breadwinner of the family. This paper interrogates the function and relevance of the classical music, in light of the language that it uses and the information that it communicates. Keywords: Kisii, language, music, communication, classical, gender, biases, women

The Impact of Prior Exposure to Engineering Through the MUT Pre-College Course - A Case Study of Kangema Sub-County Secondary Schools

In Kenya, secondary schools have a great role in preparing learners for career progression. In order to realize industrial growth, it is important to prepare more students for careers in STEM. There is relatively little research that exists on the impact of prior exposure to Engineering through pre- college sessions to students' attitude in STEM subjects. In addition, Industry 4.0 requires that the 21st century student be exposed to current trends in the industry. The purpose of this research is to investigate the impact of the pre-college sessions as a mode of prior exposure to Engineering to secondary school students on learning STEM subjects. The pre-college exposure course entailed introducing the students to green energy through Solar photovoltaic systems, automation using Arduino, advanced manufacturing through 3D printing and robotics. The research was conducted in secondary school students from Kangema subcounty. The target population is Form 1 and Form 2. In this research, the first cohort entailed 30 students who were selected from 3 secondary Schools through stratified, systematic and purposive sampling. The students were taken through the pre-college sessions. The study explored the impact of the precollege sessions to the attitude learning of STEM subjects. The study established that the students exhibited an improved attitude in learning of the STEM subjects