Gender product

1. Module 4: Gender Analysis

2.  How do our perceptions sometimes blind us
to the roles of males and females?
 How might such views affect our ability to
accurately conduct research into gender
roles?
 What might be the impact of our perceptions
upon our findings and conclusions of the
activities, contributions and constraints of
males and females in organizational
activities?

3. “Gender Analysis highlights the differences between
and among women and men, girls and boys in terms
of their relative distribution of resources,
opportunities, constraints and power in a given
situation.
Gender Analysis is the starting point for gender
mainstreaming. Before cooperation processes begin,
any decisions are made and plans are outlined, the
gender equality situation in a given context must be
analyzed and results identified.
Performing a gender analysis allows us to develop
responses that are better suited to remedy gender-
based inequalities.”
Source: SIDA, Gender Tool Box

4.  Systematically assesses males’ and females’
often-different needs, activities, and preferences
as well as differing impacts of work environment
or conditions, institutional or development
activities upon males and females.
1. What might be some of those needs that are specific to males
working at IITA? To females?
2. Are there some activities that are mostly engaged in by one
gender group? For example, what forms of relaxation?
3. Are males and females differently impacted by the work
environment or conditions, particularly with the job
expectations of a staff at IITA?
4. (Remember that different categories of people will have
different situations.)

5.  GA investigates the different access and control
over resources by males and females, gender
division of labour and income-generating
activities and participation of men and women in
organizational activities and development
opportunities.
1. Looking at the IITA work environment, are there some types of
work assignments more likely carried out by females than males
and vice versa?
2. Are there gender considerations in the allocation of resources,
trainings, opportunities to enhance one’s capability, career
advancement, etc.?
 GA also seeks to identify, understand and redress
inequities based on gender

6.  is a valuable descriptive and diagnostic tool
for organizational management and
development planners and crucial to gender
mainstreaming efforts.
 should be done at all stages of the
development process or management
decision-making, from identification of
condition to the evaluation of intervention
 facilitates the strategic use of distinct
knowledge and skills possessed by the
affected women and men themselves.

7.  Get perspectives of both males and females –
don’t allow men to give female perspective or
vice versa – but get their views separately
 Stratify sample by sex for survey; conduct
separate FGDs for M & F; have IDIs with both
male and female leaders.
 Ensure data are analyzed as sex-
disaggregated.

8.  Don’t limit yourself to the use of quantitative
methodology. Qualitative methods
conducted with separate groups of males and
females can reveal important gender
differences.
 For example, if one wanted to get
information on sexual harassment in the
workplace, there may be reservations for
women or men to speak in a gender mixed
group.

9.  Examine what has been done before: in most
countries there has been a wide variety of
analyses conducted by researchers,
government agencies, NGOs, etc.
 Such studies should be carefully reviewed and
considered. Remember not all studies are
conducted properly and some will produce
biased results.

10.  Be careful how you ask questions. Use gendered,
not gender neutral language: it is necessary to
use ‘women’, ‘men’, ‘boys’ and ‘girls’ so that
each group will be considered and visible. Using
the neutral terms of ‘people’ or ‘target group’
will lead to generalizations and some groups will
be ignored.
 Asking, “What challenges do people experience in
the workplace?” will give a different answer than
“What challenges do women face in the
workplace?” What challenges do men face in the
workplace?”

11.  Recognize gender differences exist from one
organization to another; from one locality to
another; from one group to another; even
within the extended family across generations
 Don’t generalize about gender relations
which will hide significant differences in what
males and females will or even can do in
specific areas, organizations, groups or
communities.

12.  There are many gender analysis models and
frameworks
 No single framework provides an appropriate
way to address all development issues
 Each model reflects a set of assumptions
about what gender means and how it is
relevant to achieving gender equality or
development objectives
 Each model was developed at a particular
point in time so may not reflect changes in
perspectives on gender in development.

13. Best known and most widely used gender analysis
framework that focuses on:
1. activity profiles of who (male or female) does
what, when, where and for how long;
2. issues around access and control over
resources and benefits;
3. factors that determine gender differences;
4. project cycle analysis;
5. factors that serve as opportunities or
constraints on male/female participation; and
6. impact of changes over time.

14.  Two main tools are used:
1. Gender roles identification including
women’s triple roles – productive,
reproductive, community
2. Gender needs assessment including both
practical gender needs and strategic gender
needs.
Analysis looks at level to which needs or
interests are met.

15.  focuses first on women’s special needs due to
their differential sexual and reproductive roles;
 looks for gender gaps that arise where division of
gender roles brings with it inequalities in the
amount of work input or in benefits received;
 identifies gender discrimination when it occurs
(when differential treatment is given to
individuals on grounds of gender); and
 seeks to increase equality between women and
men while empowering women.

16.  Gender policy and planning framework that tries
to integrate a gender perspective into the
development practice
 Gender recognized to be related to other factors
such as class, ethnicity, religion, age
 Begins with gender diagnosis, utilizing the ‘web
of institutionalization’ to assess how gender
perspective is currently institutionalized, using
different elements to assess
 Prioritize the problems and potentials
 Engage gender consultation – dialogue with
women and men in organizations/communities
to define their own gender needs

17.  Aims to analyze existing gender inequalities
while emphasizing human well being as the final
goal of development.
 Social relations understood as the way in which
different groups of people are positioned in
relation to material and intangible resources;
 Institutional analysis: looking at five aspects
(rules, activities, resources, people and power)
 Institutional gender policies: categories of
policies (gender blind to redistributive)
 Underlying and structural causes

18. 1. Collect sex disaggregated household,
workplace and community data/information
relevant to the program/project/policy.
2. Assess how the gender division of labour
and patterns of decision-making affects the
program/project and vice versa.
3. Assess who has access to and control over
resources, assets and benefits.
Source: Hunt, Juliet (2004) “Introduction to gender analysis concepts
and steps” Development Bulletin, 64: 10-106

19. 4. Understand women’s/girls’ and men’s/boys’
different needs, priorities and strengths
5. Understand the complexity of gender
relations in the context of social relations and
how this constrains or provides opportunities
for addressing gender inequality.
6. Assess the barriers and constraints to women
and men participating and benefiting equally
from the program/project

20. 7. Develop strategies to address barriers and
constraints, include these strategies in
program/project design and
implementation, and ensure that they are
adequately resourced.
8. Assess counterpart/partner capacity for
gender sensitive planning, implementation
and monitoring, and develop strategies to
strengthen capacity.

21. 9. Assess the potential of the
program/project/policy to empower women,
address strategic gender interests and
transform gender relations.
10. Develop gender sensitive indicators to
monitor participation, benefits, the
effectiveness of gender equality strategies
and changes in gender relations.
11. Apply the above information and analysis
throughout the program/project cycle.

22.  Analytical tool that uses participatory methodology to
facilitate the definition and analysis of gender issues
by the organizations or communities that are affected
 Based on the principles that:
a. All requisite knowledge for GA exists among the
people whose lives are the subject of the analysis
b. GA does not require technical expertise of those
outside orgainzation/community except facilitators
c. GA cannot be effective or transformative unless the
analysis is done by the people being analyzed.

23. Looking at the case of working at IITA, from
the institutional perspective:
 Assume a gender analysis is to be carried out:
1. Why is it important?
2. How will it be done?
3. Who should do it?
 What issues are relevant for an effective
gender analysis to be carried out?
 What questions should be asked, to whom
and which methods should be used?