Abstract
This study presents a comparative analysis of gender studies courses in Kazakhstan and the United States, examining how the field is institutionalized, structured, and pedagogically implemented across distinct higher education systems. Drawing on feminist theory, intersectionality, and postcolonial approaches, the research analyzes 97 gender-related courses across 29 Kazakhstani universities and compares them with 204 courses offered at American University and University of Wisconsin-Madison. Using qualitative document analysis and semi-structured faculty interviews, the study evaluates three analytical dimensions: institutionalization, curriculum breadth, and pedagogical practice. The findings reveal that in Kazakhstan, gender studies remains predominantly elective-based and embedded within traditional departments, with limited interdisciplinary expansion and minimal integration of experiential learning components. In contrast, the U.S. institutions examined demonstrate fully institutionalized, degree-granting programs characterized by interdisciplinary curricula, explicit incorporation of intersectionality, and structured experiential learning opportunities such as internships and capstone projects. The study argues that these differences reflect divergent trajectories of disciplinary consolidation shaped by governance structures, policy environments, and institutional capacity. It concludes by proposing a multidimensional framework for strengthening gender studies education in Kazakhstan through enhanced institutional support, interdisciplinary integration, and practice-oriented curriculum development.