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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
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
26.
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
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
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
37.
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
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?
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?
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