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Men and Boys in Gender Research
Brian Heilman, ICRW & Ruti Levtov, Promundo US
bheilman@icrw.org ; r.levtov@promundo.org.br
IFPRI Gender Methods Seminar
August 4, 2014
Outline
• Introductions
• Rationale for engaging men and boys in gender
research and programming?
• Examples:
1. Primary research: IMAGES
2. Evaluation research: Young Men Initiative
3. Evaluation research: GEMS
• Q&A
INTRODUCTIONS
WHAT IS THE RATIONALE
FOR ENGAGING MEN AND
BOYS IN GENDER
RESEARCH AND
PROGRAMMING?
• Understanding men and boys as
enmeshed in gender norms and
social expectations
• Aspects of masculinity that are harmful
to both men and women
• Men too often seen from a deficit
perspective and not enough as
agents of change
• Strong evidence that when done
right, brings benefits for women,
children and men themselves
Our Approach
EXAMPLE 1: PRIMARY
RESEARCH
IMAGES
Why IMAGES?
• Few studies that ask men and women
about violence, health, life
circumstances
• Often we ask women about men but
don’t ask men themselves
• Seeking to understand lives of men in
all their complexity
Multi-country study on men, gender equality,
health and GBV, asking men and women
about practices and attitudes:
• To date, approximately 20,000 interviews
in 9 countries completed
• Brazil, India, Croatia, Chile, Mexico,
Rwanda, Bosnia, DRC, Mali
• In process: Malawi, Mozambique, Nigeria
• “Sister” studies with Partners for
Prevention: China, Bangladesh,
Indonesia, Cambodia, PNG, Sri Lanka
About IMAGES
IMAGES Design
• Sampling
– Generally followed methodology of WHO
multi-country study
– Size: ~700-2,300 men, ~400-1,300 women
• Ethical considerations
• In-person, paper surveys
• Sex-matching of interviewers
• Qualitative component
Research Questions
• Are men on board with the
gender equality agenda?
• How much are men
participating in the care of
children and other
domestic activities?
• How common is men’s use
of intimate partners
violence? What factors are
associated with this
violence?
• What do men think about
laws and policies related
to gender equality?
• What are men’s current
needs, vulnerabilities in
terms of health, life
conditions, and violence?
• What is the impact of
economic stress on men
and gender relations?
• New component: Exploring
these issues in post-
conflict settings
Questionnaire Genealogy
• Gender Equality and Quality of Life Study – Norway
• WHO Multi-country study on VAW
• GEM Scale – used in over 20 countries, validated
• Childhood Trauma Scale
• DHS
• Men, Health and Violence Study – South Africa –
Medical Research Council
• Evaluation studies from Promundo and ICRW
Overall Topics
• Attitudes toward gender roles, gender equality, and gender-
related policies
• Use of, and attitudes related to, gender based violence
• Health and health related practices
• Household decision making and division of labor
• Men’s participation in caregiving and as fathers
• Transactional sex and paying for sex
• Reports of criminal behavior, delinquency and childhood
experiences of violence
• Happiness and quality of life
Structural
Socio-demographic and cultural
factors
Economic stress/employment
Household composition
Childhood experiences
Men abused during childhood
Childhood household gender
dynamics
Culture of and experiences of
violence at school and neighborhood
Gender attitudes
GEM Scale
Gender attitudes related to
rights
Related to women’s economic
empowerment
Exposure to
policies and
campaigns
Fatherhood
VAW
Sexual diversity
Women and children
Marital status
Length of relationship
Partner’s socio-demographic
characteristics
Partner’s employment situation
Number and age of children
Previous unions
Men’s Practices
Violence
Physical violence against partner
Perpetration of sexual violence
Involvement in criminal acts
Parenting
Participation in maternal health
Taking paternity leave
Caring for children
Responsibilities with biological children
Relationship dynamics
Decision-making dynamics
Participation in household tasks
Couple communication
Support abortion decision
Health
Sexuality
SRH care
Help and health-seeking behaviors
Drugs and alcohol abuse
Transactional sex
Sexual relations with sex workers
Transactional sex for goods
Adaptation
• 80-90% of questionnaire is the same
across countries, to allow for comparison
• “Optional” or added sections:
– Experiences of conflict
– Measures of SES
– Cultural practices
– Family planning
Key Findings from IMAGES
• Violence creates violence – and the most traumatic form
is witnessing violence against mothers
• Caregiving creates caregiving: men who see their fathers
in caring relationships more likely to do same
• Large portion of men with limited opportunities whose
lives present vulnerabilities for themselves and for women
• Gender attitudes matter – they predict use of violence,
participation in household, caregiving, and satisfaction:
• Men who buy into gender equality are happier and
healthier - and their female partners are happier and
healthier
Uses of the IMAGES Data
• To develop a global and national database and
assessment of men’s behaviors and attitudes with
a standardized instrument
• To provide a baseline or benchmark for
monitoring changes in men’s behaviors and
attitudes in line with various international processes,
including CSW agreements and the Millenium
Development Goals
• For awareness-raising activities and advocacy
nationally and internationally
• For program development and planning
How have IMAGES Findings Been
Used for Advocacy Purposes?
• Brazil: Used to encourage Ministry of Health to start new
collaboration with Promundo to engage men in MCH, violence
interventions for men
• Chile: Used to encourage the government to engage men in
MCH and early childhood development as well as promote
support for government funding for GBV prevention that includes
reaching men and boys
• Croatia: Presentations to government ministers key in
promoting new more progressive sexuality education policies
and governmental support to the Young Men’s Initiative
Links to Programs:
Women’s Economic Empowerment
Living Peace: Trauma support, identity
creation for men in partnership with women
Intergenerational Transmission: MenCare
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
“Evolving Men” – Initial Multi-Country Report:
http://www.icrw.org/publications/evolving-men
Most Recent Country Report: DRC
http://www.promundo.org.br/en/wp-content/uploads/2013/01/DRC_IMAGES-FINAL.pdf
New Analysis of Sexual Violence Perpetration with IMAGES data:
http://www.icrw.org/publications/making-sexual-violence
IMAGES central website w many reports/resources/q’aires:
http://www.promundo.org.br/en/activities/activities-posts/international-men-and-gender-
equality-survey-images-3/
“Bridges to Adulthood” – Links betw Childhood and Adult Violence in IMAGES data
http://www.icrw.org/publications/bridges-adulthood
EXAMPLE 2: EVALUATION
RESEARCH
YOUNG MEN’S INITIATIVE
Be a Man: Change the
Rules!
Findings and Lessons from
Seven Years of CARE
International Balkans’ Young
Men Initiative
• WHY promote healthy, nonviolent, and gender-equitable
lifestyles among adolescent boys in the Balkans region?
• WHAT is the Young Men Initiative?
• HOW did we evaluate it?
• WHAT did we learn?
• THEME 1: Attitudes about men and women
• THEME 2: Interpersonal violence
• THEME 3: Sex, health, and wellbeing
• THEME 4: Drug and alcohol use
Outline
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
WHY promote healthy, nonviolent, and
gender-equitable lifestyles among
adolescent boys in the Balkans region?
Conflict in
recent
memory
High levels
of violence
and violent
attitudes
Gaps in SRH
knowledge
WHAT is the Young Men Initiative?
SITES:
- Belgrade (Serbia)
- Prishtina (Kosovo)
- Sarajevo (Bosnia)
- Zagreb (Croatia)
WHAT is the Young Men Initiative?
• Thorough revision/adaptation of Promundo’s
Program H
• Aligns to local gender norms
• Redesigned to be delivered in high schools
• Informed by formative “participatory action
research” in 2007
• Activities: 24-hour cycles, maps of local youth
spaces, 3D images of “masculinity” and
“femininity”, power maps, more
WHAT is the Young Men Initiative?
WHAT is the Young Men Initiative?
HOW did we evaluate YMI?
• Three guiding questions
• Mixed methods approach
• Quantitative: Self-administered questionnaire
conducted at the beginning and end of the
academic year
• Qualitative: FGDs and IDIs with male students,
school teachers, and program facilitators
• Two cities per academic year:
• 2011-2012: Sarajevo and Zagreb
• 2012-2013: Belgrade and Prishtina
• Comparison site in Prishtina
HOW did we evaluate YMI?
• Sample details:
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
WHAT did we learn?
Guiding Questions:
1. How was the program implemented?
2. To what extent can we identify outcomes related to
the project’s four thematic areas?
• THEME 1: Attitudes about men and women
• THEME 2: Interpersonal violence
• THEME 3: Sex, health, and wellbeing
• THEME 4: Drug and alcohol use
3. Did participating in the retreats – in addition to
classroom sessions – produce any differential effect?
WHAT did we learn?
THEME 1: Attitudes about men and women
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
WHAT did we learn?
THEME 1: Attitudes about men and women
INDEX Illustrative questions from GEM scale:
Gender Roles A woman’s most important role is to take care
of the home and cook for the family
[…4 items included]
Gender Norms
(masculinity)
The most important quality for a man is physical
strength and power
[… 3 items included]
Homophobia I would never have a gay friend
[… 3 items included]
Violence Against
Women
It is OKAY for a man to hit his wife if she refuses
to have sex
[… 4 items included]
** p<.05 *p<.10  significant difference between intervention & control at p<.05
WHAT did we learn?
THEME 1: Attitudes about men and women
Retreats
proved
powerful
Patriarchal
norms are
still prevalent
Rapport with
students is
critical
Lessons:
WHAT did we learn?
THEME 2: Interpersonal violence
WHAT did we learn?
THEME 2: Interpersonal violence
WHAT did we learn?
THEME 2: Interpersonal violence
Greater
program focus
on violence
could help
Longer
timeline
needed
Lessons:
WHAT did we learn?
THEME 3: Sex, health, and wellbeing
WHAT did we learn?
THEME 3: Sex, health, and wellbeing
WHAT did we learn?
THEME 3: Sex, health, and wellbeing
Some students
require extra
attention
Classroom
sessions and
retreats equally
effective
Lessons:
WHAT did we learn?
THEME 4: Drug & alcohol use
WHAT did we learn?
THEME 4: Drug & alcohol use
WHAT did we learn?
THEME 4: Drug & alcohol use
Social media
can be effective
in promoting
new behaviors
YMI alone may
be insufficient
to achieve this
change
Lessons:
WHAT did we learn?
Limitations:
Sample
attrition
Short time
frame
Social
desirability
bias
“Be a Man, Change the Rules” – Seven Year Summative Report:
http://www.icrw.org/files/publications/YMI_ExecutiveSummary_2013-
WEB-PREVIEW.pdf
Formative Research Report – Participatory Learning & Action:
http://www.icrw.org/files/publications/Exploring-Dimensions-of-
Masculinity-and-Violence.pdf
YMI website:
http://www.youngmeninitiative.net
EXAMPLE 3: EVALUATION
RESEARCH
GENDER EQUITY
MOVEMENT IN SCHOOLS
Fosters gender equality, redefines
masculinity & negates all forms of violence
to promote SRH of YA
GEMS
3. Teacher Sensitization
ownership and conviction
1. Group Education Activities
collective refection in a
positive peer environment
2. Campaigns
public dialogue within
supportive school environment
WHAT is GEMS?
Content of
Group Education Activities
Gender Body Violence Relationships
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
Men and Boys in Gender Research - IFPRI Gender Methods Seminar
GEMS Evaluation Design
754 students participated in all three rounds, while 909 participated in baseline and 2nd follow-
up
WHAT were the evaluation results?
Attitudes about
gender equality
improved
Outcome Outcome Process
1 2 3
Examples of positive shifts in gender
attitude
49
67
18
36
64
71
39
39
14
13
66
62
0
10
20
30
40
50
60
70
80
Baseline 2nd Follow-up Baseline 2nd Follow-up Baseline 2nd Follow-up
girls shdn't sent for higher
education
Giving kids bath and feeding
are mother’s responsibility
girl’s fault if a boy or teacher
sexually harass her
%disagreed
GEA+ Control
Attitudes about
gender equality
improved
Students think
differently about
age of marriage
Outcome Outcome Process
1 2 3
WHAT were the evaluation results?
Students suggesting 21 yrs or
more as appropriate age at
marriage for girls
* Diff sig. at p <0.05 compared to control
Attitudes about
gender equality
improved
Students think
differently about
age of marriage
GEA and
campaigns work
best together
Outcome Outcome Process
1 2 3
WHAT were the evaluation results?
The girl should study. She has the right to study. It is
illegal to get her married before the age of 18.
A boy from GEA+
I will make my parents understand that they should get
me married off after I turn eighteen. They should also let
me complete a master’s degree. That will help me get a
good job and better money. The problems that happen due
to lack of education will be out of the way.
A girl from GEA+
WHAT do boys and girls in the program
say?
GEMS Diary:
http://www.icrw.org/publications/my-gems-diary
Evaluation Results:
http://www.icrw.org/files/publications/GEMS%20Building%20Support%2
0for%20Gender%20Equality%20Adolescents_0.pdf
Campaign Guide:
http://www.icrw.org/publications/gems-campaign-guide
Training Manual for Facilitators:
http://www.icrw.org/publications/gems-training-manual-facilitators
a
Gender
Year 1Module 1
Training Manual
for
Facilitators
GEMS
Gender Equity Movement inSchools
Q & A
Additional Slides
on IMAGES
Attitudes about violence
70
0
20
40
60
80
100
Bosnia Brazil Chile Croatia DRC India Mexico Rwanda
%whoagreeorpartiallyagree
There are times when a woman deserves to be beaten: nMen nWomen
IPV Perpetration
71
26.0 24.3
29.5
32.6
44.0
37.4
17.4
38.7
0
10
20
30
40
50
To end men’s use of violence we have
to pay attention to the violence in
boys’s lives
• 20% to 85% of men report having experienced
psychological violence as children;
• 26% to 67% of men report having experienced
physical violence as children in their homes;
• 16% to 44% of men report witnessing their mother
being beaten by their father or another male partner;
• 1% to 21% of men report having experienced sexual
volence as children;
• 34% to 79% report having been bullied in their
neighobrhoods or physically punished by teachers
IMAGES Data Linked Directly to Programs…

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Men and Boys in Gender Research - IFPRI Gender Methods Seminar

  • 1. Men and Boys in Gender Research Brian Heilman, ICRW & Ruti Levtov, Promundo US bheilman@icrw.org ; r.levtov@promundo.org.br IFPRI Gender Methods Seminar August 4, 2014
  • 2. Outline • Introductions • Rationale for engaging men and boys in gender research and programming? • Examples: 1. Primary research: IMAGES 2. Evaluation research: Young Men Initiative 3. Evaluation research: GEMS • Q&A
  • 4. WHAT IS THE RATIONALE FOR ENGAGING MEN AND BOYS IN GENDER RESEARCH AND PROGRAMMING?
  • 5. • Understanding men and boys as enmeshed in gender norms and social expectations • Aspects of masculinity that are harmful to both men and women • Men too often seen from a deficit perspective and not enough as agents of change • Strong evidence that when done right, brings benefits for women, children and men themselves Our Approach
  • 7. Why IMAGES? • Few studies that ask men and women about violence, health, life circumstances • Often we ask women about men but don’t ask men themselves • Seeking to understand lives of men in all their complexity
  • 8. Multi-country study on men, gender equality, health and GBV, asking men and women about practices and attitudes: • To date, approximately 20,000 interviews in 9 countries completed • Brazil, India, Croatia, Chile, Mexico, Rwanda, Bosnia, DRC, Mali • In process: Malawi, Mozambique, Nigeria • “Sister” studies with Partners for Prevention: China, Bangladesh, Indonesia, Cambodia, PNG, Sri Lanka About IMAGES
  • 9. IMAGES Design • Sampling – Generally followed methodology of WHO multi-country study – Size: ~700-2,300 men, ~400-1,300 women • Ethical considerations • In-person, paper surveys • Sex-matching of interviewers • Qualitative component
  • 10. Research Questions • Are men on board with the gender equality agenda? • How much are men participating in the care of children and other domestic activities? • How common is men’s use of intimate partners violence? What factors are associated with this violence? • What do men think about laws and policies related to gender equality? • What are men’s current needs, vulnerabilities in terms of health, life conditions, and violence? • What is the impact of economic stress on men and gender relations? • New component: Exploring these issues in post- conflict settings
  • 11. Questionnaire Genealogy • Gender Equality and Quality of Life Study – Norway • WHO Multi-country study on VAW • GEM Scale – used in over 20 countries, validated • Childhood Trauma Scale • DHS • Men, Health and Violence Study – South Africa – Medical Research Council • Evaluation studies from Promundo and ICRW
  • 12. Overall Topics • Attitudes toward gender roles, gender equality, and gender- related policies • Use of, and attitudes related to, gender based violence • Health and health related practices • Household decision making and division of labor • Men’s participation in caregiving and as fathers • Transactional sex and paying for sex • Reports of criminal behavior, delinquency and childhood experiences of violence • Happiness and quality of life
  • 13. Structural Socio-demographic and cultural factors Economic stress/employment Household composition Childhood experiences Men abused during childhood Childhood household gender dynamics Culture of and experiences of violence at school and neighborhood Gender attitudes GEM Scale Gender attitudes related to rights Related to women’s economic empowerment Exposure to policies and campaigns Fatherhood VAW Sexual diversity Women and children Marital status Length of relationship Partner’s socio-demographic characteristics Partner’s employment situation Number and age of children Previous unions Men’s Practices Violence Physical violence against partner Perpetration of sexual violence Involvement in criminal acts Parenting Participation in maternal health Taking paternity leave Caring for children Responsibilities with biological children Relationship dynamics Decision-making dynamics Participation in household tasks Couple communication Support abortion decision Health Sexuality SRH care Help and health-seeking behaviors Drugs and alcohol abuse Transactional sex Sexual relations with sex workers Transactional sex for goods
  • 14. Adaptation • 80-90% of questionnaire is the same across countries, to allow for comparison • “Optional” or added sections: – Experiences of conflict – Measures of SES – Cultural practices – Family planning
  • 15. Key Findings from IMAGES • Violence creates violence – and the most traumatic form is witnessing violence against mothers • Caregiving creates caregiving: men who see their fathers in caring relationships more likely to do same • Large portion of men with limited opportunities whose lives present vulnerabilities for themselves and for women • Gender attitudes matter – they predict use of violence, participation in household, caregiving, and satisfaction: • Men who buy into gender equality are happier and healthier - and their female partners are happier and healthier
  • 16. Uses of the IMAGES Data • To develop a global and national database and assessment of men’s behaviors and attitudes with a standardized instrument • To provide a baseline or benchmark for monitoring changes in men’s behaviors and attitudes in line with various international processes, including CSW agreements and the Millenium Development Goals • For awareness-raising activities and advocacy nationally and internationally • For program development and planning
  • 17. How have IMAGES Findings Been Used for Advocacy Purposes? • Brazil: Used to encourage Ministry of Health to start new collaboration with Promundo to engage men in MCH, violence interventions for men • Chile: Used to encourage the government to engage men in MCH and early childhood development as well as promote support for government funding for GBV prevention that includes reaching men and boys • Croatia: Presentations to government ministers key in promoting new more progressive sexuality education policies and governmental support to the Young Men’s Initiative
  • 18. Links to Programs: Women’s Economic Empowerment
  • 19. Living Peace: Trauma support, identity creation for men in partnership with women
  • 22. “Evolving Men” – Initial Multi-Country Report: http://www.icrw.org/publications/evolving-men Most Recent Country Report: DRC http://www.promundo.org.br/en/wp-content/uploads/2013/01/DRC_IMAGES-FINAL.pdf New Analysis of Sexual Violence Perpetration with IMAGES data: http://www.icrw.org/publications/making-sexual-violence IMAGES central website w many reports/resources/q’aires: http://www.promundo.org.br/en/activities/activities-posts/international-men-and-gender- equality-survey-images-3/ “Bridges to Adulthood” – Links betw Childhood and Adult Violence in IMAGES data http://www.icrw.org/publications/bridges-adulthood
  • 24. Be a Man: Change the Rules! Findings and Lessons from Seven Years of CARE International Balkans’ Young Men Initiative
  • 25. • WHY promote healthy, nonviolent, and gender-equitable lifestyles among adolescent boys in the Balkans region? • WHAT is the Young Men Initiative? • HOW did we evaluate it? • WHAT did we learn? • THEME 1: Attitudes about men and women • THEME 2: Interpersonal violence • THEME 3: Sex, health, and wellbeing • THEME 4: Drug and alcohol use Outline
  • 27. WHY promote healthy, nonviolent, and gender-equitable lifestyles among adolescent boys in the Balkans region? Conflict in recent memory High levels of violence and violent attitudes Gaps in SRH knowledge
  • 28. WHAT is the Young Men Initiative? SITES: - Belgrade (Serbia) - Prishtina (Kosovo) - Sarajevo (Bosnia) - Zagreb (Croatia)
  • 29. WHAT is the Young Men Initiative? • Thorough revision/adaptation of Promundo’s Program H • Aligns to local gender norms • Redesigned to be delivered in high schools • Informed by formative “participatory action research” in 2007 • Activities: 24-hour cycles, maps of local youth spaces, 3D images of “masculinity” and “femininity”, power maps, more
  • 30. WHAT is the Young Men Initiative?
  • 31. WHAT is the Young Men Initiative?
  • 32. HOW did we evaluate YMI? • Three guiding questions • Mixed methods approach • Quantitative: Self-administered questionnaire conducted at the beginning and end of the academic year • Qualitative: FGDs and IDIs with male students, school teachers, and program facilitators • Two cities per academic year: • 2011-2012: Sarajevo and Zagreb • 2012-2013: Belgrade and Prishtina • Comparison site in Prishtina
  • 33. HOW did we evaluate YMI? • Sample details:
  • 35. WHAT did we learn? Guiding Questions: 1. How was the program implemented? 2. To what extent can we identify outcomes related to the project’s four thematic areas? • THEME 1: Attitudes about men and women • THEME 2: Interpersonal violence • THEME 3: Sex, health, and wellbeing • THEME 4: Drug and alcohol use 3. Did participating in the retreats – in addition to classroom sessions – produce any differential effect?
  • 36. WHAT did we learn? THEME 1: Attitudes about men and women
  • 38. WHAT did we learn? THEME 1: Attitudes about men and women INDEX Illustrative questions from GEM scale: Gender Roles A woman’s most important role is to take care of the home and cook for the family […4 items included] Gender Norms (masculinity) The most important quality for a man is physical strength and power [… 3 items included] Homophobia I would never have a gay friend [… 3 items included] Violence Against Women It is OKAY for a man to hit his wife if she refuses to have sex [… 4 items included]
  • 39. ** p<.05 *p<.10  significant difference between intervention & control at p<.05
  • 40. WHAT did we learn? THEME 1: Attitudes about men and women Retreats proved powerful Patriarchal norms are still prevalent Rapport with students is critical Lessons:
  • 41. WHAT did we learn? THEME 2: Interpersonal violence
  • 42. WHAT did we learn? THEME 2: Interpersonal violence
  • 43. WHAT did we learn? THEME 2: Interpersonal violence Greater program focus on violence could help Longer timeline needed Lessons:
  • 44. WHAT did we learn? THEME 3: Sex, health, and wellbeing
  • 45. WHAT did we learn? THEME 3: Sex, health, and wellbeing
  • 46. WHAT did we learn? THEME 3: Sex, health, and wellbeing Some students require extra attention Classroom sessions and retreats equally effective Lessons:
  • 47. WHAT did we learn? THEME 4: Drug & alcohol use
  • 48. WHAT did we learn? THEME 4: Drug & alcohol use
  • 49. WHAT did we learn? THEME 4: Drug & alcohol use Social media can be effective in promoting new behaviors YMI alone may be insufficient to achieve this change Lessons:
  • 50. WHAT did we learn? Limitations: Sample attrition Short time frame Social desirability bias
  • 51. “Be a Man, Change the Rules” – Seven Year Summative Report: http://www.icrw.org/files/publications/YMI_ExecutiveSummary_2013- WEB-PREVIEW.pdf Formative Research Report – Participatory Learning & Action: http://www.icrw.org/files/publications/Exploring-Dimensions-of- Masculinity-and-Violence.pdf YMI website: http://www.youngmeninitiative.net
  • 52. EXAMPLE 3: EVALUATION RESEARCH GENDER EQUITY MOVEMENT IN SCHOOLS
  • 53. Fosters gender equality, redefines masculinity & negates all forms of violence to promote SRH of YA GEMS 3. Teacher Sensitization ownership and conviction 1. Group Education Activities collective refection in a positive peer environment 2. Campaigns public dialogue within supportive school environment WHAT is GEMS?
  • 54. Content of Group Education Activities Gender Body Violence Relationships
  • 59. GEMS Evaluation Design 754 students participated in all three rounds, while 909 participated in baseline and 2nd follow- up
  • 60. WHAT were the evaluation results? Attitudes about gender equality improved Outcome Outcome Process 1 2 3
  • 61. Examples of positive shifts in gender attitude 49 67 18 36 64 71 39 39 14 13 66 62 0 10 20 30 40 50 60 70 80 Baseline 2nd Follow-up Baseline 2nd Follow-up Baseline 2nd Follow-up girls shdn't sent for higher education Giving kids bath and feeding are mother’s responsibility girl’s fault if a boy or teacher sexually harass her %disagreed GEA+ Control
  • 62. Attitudes about gender equality improved Students think differently about age of marriage Outcome Outcome Process 1 2 3 WHAT were the evaluation results?
  • 63. Students suggesting 21 yrs or more as appropriate age at marriage for girls * Diff sig. at p <0.05 compared to control
  • 64. Attitudes about gender equality improved Students think differently about age of marriage GEA and campaigns work best together Outcome Outcome Process 1 2 3 WHAT were the evaluation results?
  • 65. The girl should study. She has the right to study. It is illegal to get her married before the age of 18. A boy from GEA+ I will make my parents understand that they should get me married off after I turn eighteen. They should also let me complete a master’s degree. That will help me get a good job and better money. The problems that happen due to lack of education will be out of the way. A girl from GEA+ WHAT do boys and girls in the program say?
  • 66. GEMS Diary: http://www.icrw.org/publications/my-gems-diary Evaluation Results: http://www.icrw.org/files/publications/GEMS%20Building%20Support%2 0for%20Gender%20Equality%20Adolescents_0.pdf Campaign Guide: http://www.icrw.org/publications/gems-campaign-guide Training Manual for Facilitators: http://www.icrw.org/publications/gems-training-manual-facilitators a Gender Year 1Module 1 Training Manual for Facilitators GEMS Gender Equity Movement inSchools
  • 67. Q & A
  • 69. Attitudes about violence 70 0 20 40 60 80 100 Bosnia Brazil Chile Croatia DRC India Mexico Rwanda %whoagreeorpartiallyagree There are times when a woman deserves to be beaten: nMen nWomen
  • 71. To end men’s use of violence we have to pay attention to the violence in boys’s lives • 20% to 85% of men report having experienced psychological violence as children; • 26% to 67% of men report having experienced physical violence as children in their homes; • 16% to 44% of men report witnessing their mother being beaten by their father or another male partner; • 1% to 21% of men report having experienced sexual volence as children; • 34% to 79% report having been bullied in their neighobrhoods or physically punished by teachers
  • 72. IMAGES Data Linked Directly to Programs…