This study examines the effects of gender stereotypes on boys' oral performance in English
language learning in public secondary schools in Ngong Sub-County, Kajiado County. Despite
educational advancements, boys continue to face challenges in language learning due to traditional
gender norms that discourage verbal expression and emotional engagement. The research explores
how societal expectations, peer pressure, and teacher biases impact boys’ participation in oral
English activities, leading to lower confidence and reduced performance. A descriptive survey
research design was employed, targeting Form 2 and Form 3 male students and English teachers
from selected public secondary schools. Data was collected through questionnaires and analysed
using statistical methods. Findings indicate that gender stereotypes significantly hinder boys’
willingness to participate in class discussions, debates, and presentations, affecting their overall
language proficiency. The study recommends strategies such as fostering inclusive teaching
practices, encouraging positive reinforcement, and providing male role models in language
learning to counteract these stereotypes. Addressing these barriers is crucial for improving boys'
engagement and performance in oral English activities.