Undergraduate Students' Perceptions of Peer Influence on Homosexual Behaviours in Selected Kenyan Public Universities

Abstract

University students are in a critical stage of sexual identity exploration and seek to conform to their peers for social acceptance. Peer influence becomes a significant factor that shapes young people’s perception of sexual behaviour. This study examines the undergraduate students' perceptions of peer influence on homosexual behaviours in selected Kenyan Public Universities. Social Cognitive Theory of Albert Bandura guided the study. Using a convergent parallel mixed-method research design, data was collected through questionnaire, an interview schedule and a focus group discussion guide from 225 undergraduate students, 40 peer counsellors and 4 university counsellors. Collected data was analysed with the aid of SPSS software using both descriptive statistics such as frequencies, percentages, means and standard deviation while inferential statistics such as Analysis of Variance (ANOVA) were used. The study revealed that there is no significant difference in undergraduate students’ perceptions of peer influence on homosexual behaviours across the selected universities (F = .410, p = .746). Both quantitative and qualitative findings revealed that students strongly perceived that peer influence contributes to the practice of homosexual behaviours among youth at Kenyan universities. 83.7 % of undergraduate students perceived that students engage in homosexual behaviours because of peer influence. The university counsellors indicated that financial gains and the need to fit in a group contribute to homosexual behaviours. The peer counsellors stated that the need to belong and recommendation by their friends contributes to homosexual behaviours. The study recommends that assertiveness training should be strengthened and emphasised in university curricula to help students confidently say no to any unwanted peer influence. The study also recommends that university counsellors should continue to provide non-judgemental guidance to students who are navigating social pressure.