Education as a Path to Gender Justice for Maasai Youth

Abstract

Abstract This study explored the differences between adolescent boys and girls and their tendency to accept the influence of others. This is important when considering not only one’s path in life but also the implications for independence and having an equal voice in a civil society. The study measured authenticity in 306 adolescent Maasai boys and girls and found that boys are significantly more likely to accept external influence than girls. Accepting external influence is inversely correlated with authenticity, a character strength linked with mental health and well-being, and arguably needed for democratic societies to flourish. Furthermore, unquestioned adherence to external social inductions serves to maintain the status quo and prevents responsiveness to needed change. The embodiment of authenticity is crucial for its actualization and takes place in the context of relationships. Schools represent a microcosm of the larger society and provide a window into different cultural practices and, as such, represent opportunities for transformation. The study discussed the social implications of these ideas, and the role Kenyan teachers play in the advancement of gender justice.