Gender Role Flexibility, Androgyny, and Academic Self-Efficacy across Three Different Secondary Schools in Kenya

The purpose of this study was to investigate relationships between gender identity, gender role flexibility (GRF), and academic self-efficacy across secondary school types(co-ed/single-sex) in a sample of 1516 adolescents from Kenya. Findings contrast previous literature on androgyny and support the relative importance of school type over androgyny to GRF.