Exploring Gender Dynamics in Attribution of Blame: A Case Study of The 2023 Multimedia University Students Protest

Abstract

Student protests within higher education institutions are recurring crises that often challenge university governance and reputation. The attribution of blame during such crises is frequently shaped by gendered framings that determine who is held responsible and whose voices are amplified or silenced. This study examined how gender dynamics influenced the attribution of blame during the 2023 Multimedia University student protest in Kenya. Specifically, it analyzed Citizen TV’s YouTube coverage of the strike and explored how male and female students’ roles were represented in media narratives and participant accounts. Guided by Attribution Theory, Framing Theory, and Social Identity Theory, the study adopted a qualitative approach using a descriptive research design. Data were collected through Focus Group Discussions (FGDs) with fourth-year students and qualitative content analysis of televised media footage. The findings revealed that gendered framings significantly influenced perceptions of responsibility. Male students were predominantly depicted as protest leaders and aggressors, while female students were portrayed as emotional supporters or passive participants. Such portrayals reinforced existing gender stereotypes and diverted accountability from institutional and systemic issues to individualized blame. The study concludes that gender dynamics critically shape how crises are communicated and understood, influencing both media narratives and public perceptions of accountability. It recommends that universities and media organizations adopt gender-sensitive crisis communication frameworks that ensure balanced representation, equity in blame attribution, and inclusive institutional accountability.