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Udoudom, Uduak
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Negotiating Gender Roles through Social Media Cruise: A Discourse Analysis of Geh-Geh University Narratives Udoudom, Uduak; George, Kufre; Ekanem, Idorenyin; Etifit, Samuel
International Journal of Humanities, Education, and Social Sciences Vol 3 No 3 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i3.7413

Abstract

This study explores how gender roles are being negotiated through social media cruise culture, using Geh-Geh University—a popular online platform created by Nigerian social media influencer Geh-Geh—as a case study. The core issue examined is the ideological contest between divergent gender role messages promoted by Geh-Geh and his critics, such as Saidaboj and Blessing CEO, whose opposing views reflect broader societal tensions around gender expectations among Nigerian youths. Guided by Social Identity Theory, which explains how individuals align with social groups to affirm their identities and values, the study employed qualitative discourse analysis to examine online narratives and audience interactions across platforms including TikTok, Facebook, YouTube, blogs, and Instagram. Findings show that Geh-Geh uses humor, everyday language, and relatable storytelling to encourage young men to embrace hard work, responsibility, and value women who support them. In contrast, critics like Saidaboj and Blessing CEO promote messages that endorse financial dependence on men and normalize "billing culture." Audience responses revealed a polarized landscape: many young men resonate with Geh-Geh’s calls for independence, while some women express dissatisfaction, citing reduced financial benefits in relationships. The study concludes that gender roles among Nigerian youths are increasingly shaped by online discourse, where traditional expectations are being redefined and contested. Social media cruise has emerged as a powerful arena for gender negotiation. The study recommends that educators, policymakers, and advocacy organizations leverage digital literacy and participatory dialogue platforms to foster healthier, more equitable gender relations among young people in the digital age.
Co-Authors Akpan, Uwem Aruku, Kalita Joseph Bassey, Borono Brown, George Ekanem, Idorenyin Ekpe, Patrick Etifit, Samuel George, Kufre Igiri, Anthony John, Innocent Ntegwung, Esther Nwokeocha, Ifeanyi Okon, Ememobong Pam, Christiana