Mjege Kinyota

As a PhD student at the Institute of International and Comparative Education (IICE) of Beijing Normal University (BNU), PRC, I still cherish my experience at the Center for International Education (CIE) at the University of Massachusetts Amherst. Not only has that experience influenced my enrollment at BNU, but also the focus of my current research.


During my years at CIE I became fascinated with issues of equality and equity and how they are manifested in our society. My main concern since then has been how power relations dominate the scene of our daily lives. Following that concern, I have been working on range of topics such as women empowerment in Science, Technology, Engineering, and Mathematics (STEM), integration of indigenous knowledge in Science and Mathematics curricular in Tanzania and hidden curriculum of science and mathematics textbooks.  


Currently, I will soon defend a PhD proposal titled “The Making and Unmaking of a STEM Woman: A Mixed Method Study of STEM-Identity Formations among Tanzanian Undergraduate Women Who Persist in STEM”. My main interest is to understand the experiences of women in a male dominated STEM and how both men and women, consciously and/or unconsciously, participate in the maintenance of STEM-related stereotypes. Such understanding is expected to reveal how both men and women form STEM identities. Understanding that STEM identify has been historically defined to favor masculinity, this study also intends to understand how women negotiate their own STEM identities in efforts to resist male domination.The main outcome of this research is the improvement of the qualitative experiences such as their sense of experience in STEM. [10-17]


Earlier, Mjege reported the following:


After graduation in 2013 I was able to quickly apply the knowledge and skills I acquired at CIE. I returned to my position as an assistant lecturer at Dar es Salaam University College of Education where I continued to work on the mission and vision of the Faculty of Education, to prepare highly qualified teachers of the 21st century.


After returning I worked in the northern part of Tanzania near Uganda, where I was supervising student teachers who are doing their teaching practice in this region. Teaching practice is an important component for our pre-service teacher preparation programs. As a supervisor, I am here to observe their teaching as well as assess their teaching portfolios. One key idea regarding this job, that I came with from CIE, is that supervision is not aimed at threatening teachers, but is rather a friendly activity where supervisor and students work together to improve the practice of both through mentoring. [7/13]


Email: kmjege@yahoo.com



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CIE Graduate