Abstract
In the Conservative socio-cultural context of Northern Nigeria, schools are potent sites for reinforcing
heteronormative gender norms. These norms seek to construct and regulate the behaviours of young
people in ways that conform to heteronormative ideas of masculinities and femininities, thereby,
denying young people agency in the construction of their social identities. Therefore, the study
investigates how students in a Kaduna secondary school interpret and respond to peer behaviours that
transgress these norms. A six-month qualitative ethnographic study was conducted, using participant
observations, focus group discussions and semi structured interviews with students aged 13-20 years.
Findings reveal a gendered double standard: girls adopting masculine behaviours (tomboy/agbero)
were often admired for accessing male power and freedom, while boys exhibiting feminine traits (boy-
girl/Charlie-charlie) were ridiculed and policed for failing hegemonic masculinities. However,
instances of peer support and sympathy indicate spaces for negotiation. The study argues that the
heteronormative school environment is a dynamic arena where youths actively enforce, but also
sometimes challenge, gender boundaries. It underscores the urgent need for inclusive educational
policies in Nigeria that affirm gender diversity.