Thamae, Mamothibe AmeliaThaba-Nkadimene, Kgomotlokoa Linda2024-10-232024-10-232024-08Thamae, M.A., Thaba-Nkadimene, K.L. 2024. Using self-study approach to critique gender stereotyping and discrimination on family resources for girls and women: educational implications. International Journal of Research in Business and Social Science, 13(6): 208-218. doi:10.20525/ijrbs.v13i6.33772147-4478 (Online)https://hdl.handle.net/10321/5636Girls and women continue to suffer at the hands of patriarchal society that excludes them in family resource allocation. The primary objective of this paper is to examine the challenge that leads to the exclusion of family resource allocation in the form of educational resources for African girls and women. This paper adopts a self-study research approach, which is undergirded by interpretivism philosophical methodology. Intersectional feminism offers a lens for questioning the domination and supremacy of patriarchal society that perpetuates girls’ and women’s vulnerability in the acquisition of family resources in this age. We then discuss how girls and women lead lives marred by hunger, poverty, and inequality. Furthermore, we discuss gender violence and inequality, girl commodification, lessons from matriarchal and patriarchal polities, and gender discrimination at the workplace. We recommend that gender stereotypes and discrimination be eliminated in all social settings; and that at family, society and workplace levels. Finally, that educational institution should reconstruct curricula that should purposively interrogate girls and women's gender stereotyping and discrimination, GBV and other gender issues.</jats:p>11 penFamily resourcesGender discrimination and stereotypingGirl commodificationInteractional feminismSelf-Study approachArticle2024-10-2310.20525/ijrbs.v13i6.3377