This paper is based on a study that set out to examine sustainable gender equity interventions in selected public universities in Kenya. The study, guided by the feminist critical policy analysis perspective following Bensimon and Marshall (1997), focused on interventions related to access to university education by women, curriculum transformation (inclusion), university environment (climate) and staff promotion and development. The findings from this study reveal that there are a number of impediments to the implementation of sustainable gender equity interventions including inadequate funding for the activities geared towards enhancing gender equity, inadequate qualified academic staff to teach and manage gender related courses and centres, lack of gender awareness among students, staff and university managers, negative attitudes towards gender issues and lack of a clear gender policy guidelines.
Disclaimer: This Paper is based on a postdoctoral research fellowship funded by the Organisation of Social Science in Eastern and Southern Africa (OSSREA). The full study has been published in a book. Onsongo, J. K. (2011): Promoting Gender Equity in Selected public Universities in Kenya. Addis Ababa, Ethiopia, Organisation for Social Science Research in Eastern and Southern Africa (OSSREA) ISBN: 978-99944-55-62-1.