Psychological Experiences of Gender Stereotypes among High School Students in Social Media and Educational Support Strategies

Abstract

Social media has become an integral part of high school students’ lives in China, Yet the pervasive gender stereotypes in social media content,encompassing forms like appearance norms, occupational limitations, and rigid behavioral expectations for genders, may disrupt adolescents navigating critical phases of gender identity development, leading to tangible issues such as selfidentity confusion and constrained behavioral choices. Building on the Stereotype Threat Theory framework, this study employed semi-structured interviews with five high school students and recent graduates, combined with Nvivo qualitative analysis, to examine their psychological experiences of gender stereotypes and educational support needs in social media. Results indicate: Female-oriented stereotypes outnumber male-oriented ones, with most students clearly identifying labels targeting their own gender group. Psychological responses predominantly manifest as anger and defiance, accompanied by critical and negative cognitive tendencies, though a minority of girls exhibit label internalization. Behavioral coping mechanisms emphasize passive adaptation over proactive resistance. Support needs encompass four key stakeholders: individuals, schools, platforms, and parents. This research provides empirical evidence for developing targeted educational support strategies between families, schools, and social media platforms, fill the existing research gap in gender stereotype studies among high school students in the digital age.