Psychosocial Effects of Gender Prejudice on The Mental Well-Being of Students in Selected Mixed Secondary Schools in SEME Sub-County, Kisumu County, Kenya

Abstract

Gender prejudice in educational settings is a critical challenge affecting students' psychosocial adjustment and academic success. This study investigated the psychosocial effects of gender prejudice on students' mental well-being in mixed secondary schools in Seme Sub-County, Kisumu County, Kenya. Guided by Social Role and Stress and Coping Theories, the research employed a mixed-methods design. Data were collected from 329 students and 8 teachers across four schools using questionnaires, including the Warwick–Edinburgh Mental Well-being Scale (WEMWBS), and semi-structured interviews. The findings revealed pervasive gender prejudice, with 78.1% of students reporting they were expected to conform to gender-based behavioral norms. Stereotyping was also prevalent, with 44.6% hearing remarks that one gender was naturally better at certain subjects. While classroom participation was relatively balanced, subtle biases persisted in disciplinary treatment, activity exclusion, and appearance-related comments. Sociodemographic factors, particularly age, school type, and parental education, significantly influenced these experiences. Critically, gender prejudice was correlated with diminished mental well-being, manifesting as increased sadness, anxiety, and hopelessness. Students with higher self-esteem demonstrated greater resilience. In response, students employed coping strategies such as seeking support from family and peers (41.9%), engaging in physical exercise (37.4%), and assertive confrontation (38.3%), though institutional counseling was underutilized. Qualitative data attributed these prejudices to entrenched cultural norms and socio-economic disparities. The study concludes that gender prejudice remains a significant barrier to equitable education and emotional well-being. It recommends implementing gender-sensitivity training for teachers, strengthening school counseling services, and enacting policy reforms to foster inclusive learning environments that support all students' mental health and academic potential.