Navigating Identity in Digital Spaces: Social Media and Identity Development Among Sexual and Gender Minority Students in Kenyan Universities
Lydiah O. Amgechi, James Bill Ouda, Manson Sichari, Edward K. Okaya
Department of Educational Psychology
Masinde Muliro University of Science and Technology, Kenya
ORCiD: https://orcid.org/0000-0003-4255-6608
Email: lamgechi@gmail.com
Abstract: Social media has increasingly become a critical arena where Sexual and Gender Minority students explore, express and negotiate their identities, particularly in contexts characterized by stigma and limited offline support. However, empirical evidence on its influence on identity development among Sexual and Gender Minority students in Kenya remains limited. This study examined the influence of social media use on identity development among Sexual and Gender Minority undergraduate students in universities in Western Kenya. Guided by an integration of Affordances Theory and Minority Stress Theory, the study adopted a convergent parallel mixed-methods design. Quantitative data were collected from 142 Sexual and Gender Minority undergraduate students using a semi-structured questionnaire, while qualitative data were obtained through focus group discussions. Quantitative data were analysed using descriptive statistics and Pearson’s correlation analysis, whereas qualitative data were analysed thematically. Findings revealed high levels of social media engagement, with WhatsApp and TikTok emerging as the most frequently used platforms. Pearson’s correlation analysis indicated a statistically significant moderate positive relationship between social media use and identity development (r=0.413, p=0.001) with social media accounting for 17.1% of the variance in identity development. Nevertheless, there were reports of online harassment, discrimination and identity-based prejudice, highlighting the duality of social media. The study concludes that social media constitutes an important, though not exclusive, context for identity development among Sexual and Gender Minority students. It recommends strengthening digital safety initiatives and promotion of inclusive online environments that maximize the developmental benefits of social media while mitigating identity-related risks.
