Promoting Gender Equity through Menstrual Health and Hygiene Management (MHHM) Education.

This article examines the impact of Menstrual Health and Hygiene Management (MHHM) education on promoting gender equity among Maasai youth in rural Kenya, comparing single-gender and co-educational classroom settings. Using a pre- and post-intervention design with the Always Keeping Girls in School (AKGIS) program, the study found no significant differences in psychosocial outcomes—specifically hope (agency and pathways) and authenticity (acceptance of external influence)—between single-gender and co-educational classes. However, gender differences emerged, with boys scoring higher on accepting external influence and hope agency subscales. The findings suggest that MHHM education is effective in enhancing youths' awareness of goal pathways and that creating empathic, dialogical classroom environments involving both boys and girls is crucial for fostering gender equity and challenging entrenched cultural gender norms.