Download Gender Norms

Gender & Reproductive Health
Integrating a Gender
Transformative Approach into
Programs & Policies
Created for
Office on Women’s Health
Dept of Health and Human Services
Copyright TrueChild, Inc. 2011
1
1. INTRODUCTIONS 
2. Background
3. Six Degrees of Gender
4. Gender Norms
5. Connect to Sex
6. Secondary Connections
7. Gender Transformative
8. Assessment Tools
9. Resource Kit
2
What We Do
Thought
Leadership
That
Brings a Gender
Transformative
Analysis
TrueChild
To Serving AtRisk Youth
In US Policies
& Programs
Gender norms & gender equity are the key to improving life outcomes.
g 3
TrueChild
1.
Translate research & knowledge on gender equity into toolkits & resources
2.
Provide onsite training, technical support and hand-holding
3.
Help groups integrate G/T approach: materials, programs, websites, policies
1.
Partner with CBOs to develop model pilot programs that are G/T
Bec. harmful gender norms are
a root cause of health disparity
Esp. for disadvantaged
& at-risk children & youth.
4
Copyright TrueChild, Inc. 2010
g 2
Riki Wilchins, M.A.
Dir of Programs & Research
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•
•
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35 years advocating gender justice for at-risk youth
Three books on gender norms’ impact on youth
Focused on intersection of gender+race+sex/or+class
70 Under 30 first human rights report documenting
fatal violence against Af-Am transgender women
• TIME selected 1 of 6 community advocates in
“100 Civic Innovators for the 21st Century.”
g 5
1. Introductions
2. BACKGROUND 
3. Six Degrees of Gender
4. Gender Norms
5. Connect to Sex
6. Secondary Connections
7. Gender Transformative
8. Assessment Tools
9. Resource Kit
6
Writing on Gender Norms
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Experimental Research on
Gender Norms.
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Programs Focusing on
Gender Norms
 Gender norms affect both individual risk and societal
vulnerability to HIV/AIDS
 Gender norms are among the key factors which underlie
young people’s vulnerability to HIV
 Gender norms are integral to individuals’ vulnerability to
infection, ability to access treatment, and ability to cope
when infected.
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But in US Research &
Programs – A Disconnect
Astounding as it may seem, the central role
of… gender roles in [reproductive health] has
been largely ignored…”
“Studying sex in a gender vacuum.”
Gender and Sexual Risk Reduction: Issues to Consider
H Amaro – 1996 - Proceedings of the National Latino HIV/AIDS
Love, sex, and power. Considering women's realities in HIV prevention
H Amaro - 1995 - Cited by 691 Am Psychol. 1995 Jun;50(6):437-47.
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US Disconnect: CDC Programs
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US Disconnect: Repro Policy
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International: The Reconnect!
rs 13
International: The Reconnect!
Integrated Gender Equity
approach to…
Infant & Maternal care
Male Health & Vulnerability
Intimate Partner Violence
Male-on-Male Violence
Reproductive health/HIV
rs 14
Disconnect vs. Reconnect
U.S.
International
Health framework
Human rights framework
Individual focused
Community focused
American exceptionalism
Partnership w/ other countries key
Emphasis on big RCT
Emphasis on promising, replicable pilots
Research is scientific, experimental
Research is field-based, applied
Incrsg focus on school-based sex ed
Incrsg focus on community-based programs
Highly political
Results oriented
Feminism equalized most inequities
Major M/F inequities remain
Ignore communal norms
Communal norms crucial
Focus on gender norms
Focus on gender equity and norms
rs 15
1. Introductions
2. Background
3. SIX DEGREES OF GENDER 
4. Gender Norms
5. Connect to Sex
6. Secondary Connections
7. Gender Transformative
8. Assessment Tools
9. Resource Kit
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Six Degrees of Gender
“Gender is what culture makes out of sex”
Gender Identity
An inner sense of one’s self as masculine or feminine,
male or female
Gender Expression
How we express a sense of being masculine or
feminine through clothing, preferences, and behavior.
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Six Degrees of Gender
Gender Roles
How each sex is subject to different expectations and
pressures, which results in feminine or masculine
behaviors and attitudes [Examples?]
Gender Traits
Having physical and emotional characteristics
considered feminine or masculine Think Lady Gaga
and Matt Damon as Jason Bourne.
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Six Degrees of Gender
Sex
Physical primary (genitals, chromosomes) & secondary
(body hair, bones) characteristics (1% of Burn Chart)
Sexual Orientation
Sexual attraction to males or females, men or women
Sexuality
Social construction of sexual attraction:
whom one has sex with, how, why, under
what circumstances, with what outcomes.
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Six Degrees of Gender
Gender Identity
Woman
GenderQueer/Bigender
Man
Gender Expression
Feminine
Androgynous
Masculine
Sexual Orientation
Gay
Bisexual
Straight
Sex
Female
Intersex
Male
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Intersex?
Variety of common conditions where anatomy not typical F/M
 Girl born with testicular tissue as part of ovaries
 Boy with an extremely small penis
 Boy with a scrotum divided so that it’s’ more labia.
 Baby with some cells XX and some XY
 Girl born with a noticeably large clitoris. 
Cheryl Chase
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Transgender?
Umbrella term for:
 Crossdressers
 Transsexuals
 Drag people
 Genderqueer youth
Boychix, boyz, boy-identified dykes, trykes, grrrlz, etc.
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Transgender
Effects on Sexual Behavior
Much more likely to:
 Be victims of assault, partner violence
 Be forced from home, school
 Be estranged from adult authority figures
 Be forced to do sex work for food, shelter
 Be profoundly depressed
 Use drugs
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1. Introductions
2. Background
3. Six Degrees of Gender
4. GENDER NORMS 
5. Connecting to Sex
6. Secondary Connections
7. Gender Transformative
8. Assessment Tools
9. Resource Kit
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Gender Norms
Socially-constructed expectations, norms,
scripts for male-female behavior,
characteristics, and roles
Other terms
• “Femininity Ideology/Masculinity Ideology”
• “Hegemonic Masculinity”
• “Hetero-normativity.”
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Gender Norms
• External and internal norms
• External and internal pressures, desires, rewards
o External pressure (They’ll call me a sissy if I don’t have sex early, often)
o External rewards (If I have sex early, often they’ll think I’m a Real Man)
o Internal pressure (I’m a sissy if I don’t have sex early, often)
o Internal rewards (If I have sex early, often that means I’m a Real Man)
o Internal desires (I feel like a real man when I have lots of sex).
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Gender Norms
• Define male-female relations esp.
o Power dynamics
o How we have sex, who does what, to whom, when
• Highly binary: promote difference and opposition
• Presented as
o Natural
o Inevitable
o Universal
o Timeless
(Nature’s law (crying babies, math)
(Boys will be boys)
(everyone is like this)
(always been this way).
Gender = What society makes out of bodies & sex
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Binaries: It’s about Power
• Subordinate term w/ less power
• Can’t just try to equalize power
• Separate but equal narrow, binary norms won’t work
To create more equitable power
relationships for women and girls
we need to create more equitable – less
harmful – less binary gender norms!
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Binaries: It’s about Power
Pervasive effects: Gender division of labor
• Relegated to “women’s work” – lower value, recognition
• Un-under-paid nurturing: child/elder/sick care, housekeeping
• Favor male income-generating work, achievement
• Higher status, $ for male-oriented work (programming, surgeons).
Theory of Gender & Power
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Binaries: It’s about Power
Gender division of labor – Repro effects
• Women have less leverage in sexual relationships
• Less likely to have insurance, access health care
• More likely to be financially dependent
• Often less likely to be educated (changing)
• Make more risk-taking compromises to hold men
• Lower income linked to higher HIV rate.
Theory of Gender & Power
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Binaries: It’s about Power
Pervasive effects: Gender division of identity
Structures semantic space in which M/W can think of themselves
• Structures images, media, normative ideals
• Language available to speak gender fluidity
• Structures of social space
• Places limitations on language (effeminate, unmanly)
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It’s a Guy Thing
Boys will be boys!
…But what kind?
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It’s a Guy Thing
Attributes of Trad’l Masculinity
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Strong
Dominant
Silent
Tough
Self-reliant
Powerful
Boisterous
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Healthy
Risk-loving
Aggressive
Heterosexual!
Despise homosexuals
Virile
Knowledgeable.
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It’s a Guy Thing
The “Man Box”
We’re in this box, and in order to be in that box, you have to be strong, you
have to be tough, you have to have a lot of girls, you gotta have money, you
have to be a player or a pimp, you gotta to be in control, you have to
dominate other men, and you know if you are not any of those things, then
people call you soft or weak or a p*ssy or a chump or a f*ggot and nobody
wants to be any of those things. So everybody stays inside the box.
Byron Hurt “Beyond Beats & Rhymes”
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It’s a Girl Thing
Many femininities…
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It’s a Girl Thing
Attributes of Trad’l Femininity
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Soft
Weaker
Submissive
Deferential
Pretty & thin
Maternal
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Nurturing
Emotional, sensitive
Heterosexual!
Social
Quiet
Virginal, naïve.
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Gender Norms Change
But seem inevitable and totally natural at the time…
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Gender Norms Are Highly Regulated
What are you called when you cross gender lines?
Male
Female
Ostracism Shame  intimidation  Economic
Discrimination  Violence
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Gender Norms Are Structural
Schools, Agencies, & CBOs create, regulate, reinforce
their own gender regimes…
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Approach young women as victims, helpless, vulnerable
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Reward males for boisterousness (and punish girls)
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Assume all young women want babies, families
 Tolerate gendered harassment or teasing of females
 Have men in top positions, use women as care-takers

Segregate males/female needlessly….
Population Council
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Norms Are Structural
Schools, Agencies, & CBOs gender regimes…
 Treat boys/girls differently when needs are the same
 Treat boys/girls the same when their needs are different
 Team males/females up against one another
 Use gender to stigmatize (ok girls, let’s be ladylike”)
 Assume hetero-normativity
 Shame boys for crying, passivity, unathletic (Man up!).
Population Council
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Norms: The Good, the Bad & The Ugly
Two Sides – Not
Strong
Aggressive
Dominant
Tough
Loner
Good provider
Protective
Women & child first
Good in times of danger
Independent judgment.
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Under-Resourced Environments
• Codes especially narrow
• Strong peer pressure on “the street”
• Harsh punishment for transgression
• Few ways to constructively display
masculinity/femininity
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Under-Resourced Environments
• Throw the ball
• Have lots of girls
• Get lots of money
Don McPherson
Former NFL Quarterback
“We don’t teach our boys to be men we
teach them not be women or homosexual.”
43
1. Introductions
2. Background
3. Six Degrees of Gender
4. Gender Norms
5. CONNECT TO SEX 
6. Secondary Connections
7. Gender Transformative
8. Assessment Tools
9. Resource Kit
44
Connect to Sex
• Traditional Masculinity & Femininity are
“Gateway Attitudes”
• Have global effects on sexuality & HIV
vulnerability.
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Connect to Sex
Gender Intensification Period
• Late adolescence – Early teens
• Interest in norms accelerates
• Belief intensifies…
• And solidifies (increasingly harder to change)
• Accept primitive gender ideals as literally true
• Peer pressure/norms/acceptance crucial.
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Connect to Sex: Young Men
Beliefs
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Sex is adversarial
Pregnancy validates manhood
Woman’s responsibility to prevent conception
Must control of female partners
Can’t help themselves (hydraulic model)
Need lots of women (hydraulic model)
Always ready for sex
Risk-taking sign of masculinity
Must bear pain, sickness in silence
Homosexuality is shameful, unmanly
1st penetrative sex = manhood (penetrative/vaginal the standard).
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Connect to Sex: Young Men
Behavior
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Earlier sex
Less intimate sex
Lots of partners (incl. sex workers)
Avoid condoms, avoid erection loss
Risky behavior
Brag about sexual conquests
Dominate women (violently if nec.)
Family planning women’s problem
Avoid doctors (sickness=weakness, dependency, femininity)
Avoid showing ignorance, asking questions
Don’t cry, show emotion
Have few v. close friends, social support system
Premium on younger women.
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Connect to Sex: Young Women
Beliefs
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Must have a man!
Revere virginity & sexual purity
Pregnancy validates womanhood
Revere motherhood
Should be obedient
Good girls are sexually naïve (not a “slut”)
Man can look elsewhere if “let’s herself go”
Defer to men’s sexual prerogatives
Aren’t supposed to want much sex
Premium on older, stronger men.
49
Connect to Sex: Young Women
Behavior
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Accept unsafe sex to keep man
Fear to negotiate, insist on condom
Docile, obedient
Don’t assert their own desires,
needs sexually
Defer to male sexual prerogatives
Don’t carry condoms
Anal sex to preserve virginity
Don’t discuss sex (esp. w/ men)
Tolerate male infidelity
Tolerate sexual coercion, violence
• Get pregnant to validate
womanhood
• Get pregnant to hold onto a man
• Go out with much older men
• Are drawn to “bad boys”
• No condoms w/ main boyfriend.
50
Connect to HIV
Other Areas?
• Ability to get treatment
• Cope with burden of infection
• Care for family member
• Quality of care.
51
1. Introductions
2. Background
3. Six Degrees of Gender
4. Gender Norms
5. Connect to Sex
6. SECONDARY FACTORS 
7. Gender Transformative
8. Assessment Tools
9. Exercises
10. Resource Kit
52
Secondary Connections
Tied to gender norms & sexuality
• Alcohol & Drug Abuse
• Sexual Coercion, IPV & Girlfriend Abuse
• Down-low and MSMs.
53
Drugs & Alcohol
• To look manly (girls to look cool)
• Lower inhibition
• Increases power imbalance
• Negates condom negotiation, planning
• More sexual risk-taking
• Injection drugs & HIV.
54
Sexual Coercion/IPV
• Construction of masculinity & gender roles
• Control of woman central to public manhood
• Public disrespect loss of manhood
• Justified as rational, effectual male response to
female insubordination (usually intimate partner)
• Men as victims.
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Sexual Coercion/IPV
• Common sexual triggers
o
o
o
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Condom negotiation
Safer sex insistence
Sexual refusal
Non-abstinent behavior by female partner
• Non-physical abuse
o Psychological
o Economic
o Social
• Exacerbated by alcohol/drug use.
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Sexual Coercion/IPV
• Effects on women
 Less like to use, negotiate condoms
 More likely to engage in prostitution
 Lower self-efficacy, self-esteem, depression
 More likely to seek, tolerate high-risk abusive men
• Higher rates of
 HIV
 STIs
 Unplanned pregnancy
 Rape
• Not an incident but a sustained
pattern of gender relations.
57
On the DL
• Rooted in pressures to “man up”
o Be straight, homosexuality = effeminacy
o Only white men are “gay”
• Homophobia in comm. of color, churches
• Linked to unplanned and riskier sex
o Planning = admission of gayness
o Keeps denial going.
58
DL Sexual Impacts
• Lying to intimate partners abt risky behaviors
•
Less likely to be sexually prepared (info, condoms)
• Higher substance abuse to:
• Lower inhibition
• Impair memory
• Remove responsibility for sex
• Less like to get tested
• More likely hide HIV+ status.
59
MSMs
• Manliness=health vulnerability is unmanly
o Avoid discussing HIV, STIs
o Avoid condom negotiation
o Only receptive is gay in some cultures
• Lower condom use – fear of loss of erection
o During negotiation
o When putting on
o During use
• Barebacking: manly, risk- taking...
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MSMs
• Receptive anal sex = feminine = under-reporting
• Internalized homophobia
o Avoid caressing, kissing, mutual oral
o Focus on penetration
o Stranger-to-stranger hook-up
o Avoidance of relationships
o Hyper-masculinity
• Promiscuity = manliness.
61
1. Introductions
2. Background
3. Six Degrees of Gender
4. Gender Norms
5. Connect to Sex
6. Secondary Factors
7. GENDER TRANSFORMATIVE 
8. Assessment Tools
9. Resource Kit
62
Gender Transformative
“The foundation for any educational curriculum for
engaging young men in HIV prevention should be
critical reflections on societal constructions of
gender norms and sexuality,
including the impact of rigid masculine stereotypes
on young men’s behaviors and vulnerability.”
63
Gender Transformative
Programs that…
1. Make participants aware of gender norms
2. Challenge them to think critically about them
3. Redefine them in more gender equitable ways
4. Address men as change agents,
not villains, by-standers, or allies.
Geeta Gupta
64
Gender Transformative
Gender Continuum -- Geeta Gupta/Anne Eckman
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Gender Exploitative
 Employ traditional gender norms
o Men as aggressors, in control, etc.
o Women as weak, mothers only, etc.
 Mine existing power imbalances
o Solidify them
 May work in short run but…
o May be unsustainable
o Harmful long-term consequences.
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Gender Exploitative: Examples
• Use violent, predatory images of male sexuality.
• Portray women as powerless, victims, disease vectors
A family planning campaign for male participation in family planning
used traditionally macho sports messages: “Play the game right, once
you are in control, it’s easy to be a winner” and “It’s your choice.”
Condom use increased, but afterwards males were more likely to belief
that family planning decisions should be the man’s alone.
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Gender Neutral
 Gender analysis is assumed unnecessary, irrelevant
 Assumes neutrality is acceptable
 Ignores gendered contexts to sex, health, relations
 Neutrality reinforces and reproduces gender injustices
 Neutrality exploits inequalities , reinforces stereotypes.
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Gender Neutral: Examples
• Use a virile, strong man to promote condom use.
• Score male and female condom use the same or actual condom
use but ignore attempted condom negotiations
• Encourage women to negotiate, insist on safer sex but don’t
address power differential, risks, violence, etc.
• Don’t address men or portray them as bystanders, aggressors.
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Gender Sensitive
 Accommodate gender norms but not reduce inequality
 Gender norms introduced only to reach goals
 ‘Gender-by-numbers’ w/ ‘inclusion of women’
 No gender analysis of power, inequality, or norms
 Gender approach not culturally-relevant or sensitive.
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Gender Sensitive: Examples
 Women’s safer sex program acknowledges risks, power
imbalances in condom negotiation but doesn’t challenge them or
address men.
 ¡Cuídate! addresses machismo and “who is a man?” but only to
frame condom use as culturally acceptable.
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Gender “Transforming”
 Addresses gender imbalances
 Teach assertiveness, improve negotiation skills
 Integrated fully into programs, materials, policy.
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Gender “Transforming”
SISTA, SIHLE
 Promote gender pride for women, culturally-sensitive
 Address gender and power, acknowledge power imbalances
 Promote assertiveness and negotiation skills
 Not a lot of focus on challenging internalized feminine norms
 Do not challenge male macho attitudes.
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Gender Transformative
 Create more equitable gender relationships
 Challenge harmful gender norms: internal and external
 Integrated fully into programs, materials, policy
 Engage men fully as equal partners (not allies, villains)
 Are culturally-specific and sensitive 
 Address healthy sexuality, pleasure not just prevention. 
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Gender Transformative
Project H/Project M
• Engage young men as well
• Address power imbalances
• Address internal & external gender norms
• Address healthy, pleasurable sex, feelings and relationships
• Encourages participants to:
o Think critically about gender codes
o Change external social norms.
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Gender Empowering
Aims to equalize power imbalance
 Address structural inequality
 Empowers vulnerable to address power imbalance
 Support each in creating own gender equity vision.
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Gender Justice
 Aims for full realization of human rights for
all genders and gender expressions
 Intersectional – honors many masc & fem
nuanced by history, culture, social class
 Works on diff levels to change structures &
systems of oppression (legal, social, etc.).
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77
1. Introductions
2. Background
3. Six Degrees of Gender
4. Gender Norms
5. Connect to Sex
6. Secondary Factors
7. Gender Transformative
8. ASSESSMENT TOOLS 
9. Resource Kit
78
Organization Assessment Tool
1.
Serves both male & female clients
2.
Implements new staffer intake training about gender norms & sexuality
3.
Has both men and women in staff, management & board positions
4.
Has gender non-conforming/LGBTQ on staff, management & board
5.
Has HR policies that address “gender identity & expression”
6.
Has policies dealing with IPV/GBV
7.
Offers women/men same services when needs are same
8.
Offers men/women different services when needs are different
9.
Has mission that includes transforming gender norms
10. Has mission that envisions gender justice & empowering clients.
11. Has full buy-in on G/T work from Board and leadership.
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Staff Assessment Tool
Management & Staff understand…
1.
2.
3.
4.
5.
6.
Gender concepts and definitions
Gender-based power imbalances
Culturally-specific gender norms
Gender-based violence and IPV
Alternative and non-conforming genders + LGBTQ
Gender continuum approach
Management & Staff are committed to…
7. Being honest about their own gender non-conformity
8.
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12.
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Challenging compulsory heterosexuality & heteronormativity
Engaging men as full partners (not villains, bystanders, allies)
Engaging women as full clients (not victims or vectors)
Challenging systems of gender inequity and power imbalance
Challenging gender norms of masculinity, femininity
Gender justice & transformation.
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Program, Policy & Materials
Assessment Tool
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Distinguish between sex and gender, and explain gender norms & sex
Address impact of both internal & external gender norms
Challenge clients to think critically about gender norms
Integrate culturally-relevant gender norms throughout (not in isolation)
Engage males as co-equals (not villains, bystanders, allies)
Engage women as co-equals (not victims, vectors)
Gender mainstreams (make women’s concerns integral to all services)
Address IPV/GBV with both male & female clients
Address labor and power imbalances in safer sex
Address substance abuse, gender norms, and unsafe sex
Encourage men to have healthy relationships with family, offspring
Avoid gender exploitive/stereotypic images, messages
Address healthy, pleasurable sex, not just disease prevention
Directly challenges homophobia, heteronormativity
Include LGBT & gender-nonconforming images, messages
Encourage youth to work challenge harmful gender norms in society
Address online dimension of gender norms, gender regulation.
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Program Development Checklist
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Program Synchrnoization
IGWG & USAID
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Client Assessment Tool
GEM Scale 1 – Inequitable Gender Norms
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It is the man who decides what type of sex to have.
A woman’s most important role is to take care of her home and cook for her family.
Men need sex more than women do.
You don’t talk about sex, you just do it.
Women who carry condoms on them are “easy”.
Changing diapers, giving kids a bath, feeding kids are mothers’ responsibility.
It is a woman’s responsibility to avoid getting pregnant.
A man should have the final word about decisions in his home.
Men are always ready to have sex.
There are times when a woman deserves to be beaten.
A man needs other women, even if things with his wife are fine.
If someone insults me, I defend my reputation, with force if I have to.
A woman should tolerate violence in order to keep her family together.
I would be outraged if my wife asked me to use a condom.
It is okay for a man to hit his wife is she won't have sex with him.
I would never have a gay friend.
It disgusts me when I see a man acting like a woman.
Instituto PROMUNDO
84
Client Assessment Tool
G.E.M. Scale 2 – Equitable Gender Norms
18. A couple should decide together if they want to have children.
19. A woman can suggest using condoms just like a man can.
20. If a guy gets a woman pregnant, the child is the responsibility of both.
21. A man should know what his partner likes during sex.
22. It is important that a father is present in the lives of his children, even if
he is no longer with the mother.
23. Couples should decide together what type of contraceptive to use.
24. It is important to have a male friend you can talk about your problems.
Instituto PROMUNDO
85
Self Assessment Tool
1. I am committed to creating more healthy, equal and pleasurable sex
2. I am committed to more gender equitable relationships, community.
Heteronormativity
3. I check my own heteronormativity, integrate LGBTQ in my work
4. I am committed to challenging compulsory heteronormativity
5. I am Honest about my own same sex feelings in work.
Gender Norms
6. I am willing to model non-traditional masc/fem & gender non-conformity in work
7. I am committed to changing harmful gender norms of masculinity & femininity
8. I integrate gender transformative stance through-out my work (not segregated).
Gender Roles
9. I treat men as full partners & change agents (not villains, allies, bystanders)
10. I treat women as full partners & change agents (not victims, vectors)
11. I am familiar with culturally-relevant gender norms for my population.
Power & GBV
12. I think about power imbalances and division in my own relationship(s)
13. I am sensitive to power imbalances in client relationships
14. I acknowledge challenges and problems of IPV & abuse for girls/women in work.
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15 Proven Group Exercises
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Create word webs for the “Girl/Woman Box” and “Boy/Man Box”
Vote with Your Feet exercise (using GEM scale or other list)
One time you were teased, harassed for not being real man/woman
A memory of your family treating you one way because of sex
A memory of your family treating you one way bec. of gender norms
3 ways school treats you differently because you’re a girl/boy
How do you feel about stay-at-home dads? About male nurses?
How do you/your friends feel about masculine women/feminine men?
How do you, your friends/family feel about gay or transgender people?
What images do you see in media about masculinity/femininity?
Did you ever not get a toy you wanted because of being a boy/girl?
What names are boys/girls called for being sexually active or not?
Ever been discouraged from a class/job bec. of being man/woman?
How are your gender norms different from your grandparents?
1 way to challenge friend/family/boy&girlfriend’s gender expectations.
Instituto PROMUNDO & Population Council
87
1. Introductions
2. Background
3. Six Degrees of Gender
4. Gender Norms
5. Connect to Sex
6. Secondary Factors
7. Gender Transformative
8. Assessment Tools
9. Exercises
10. RESOURCE KIT 
88
Resource Kit
1. Gender & HIV AIDS – Taking Stock of Research & Programs [UNAIDS]
2. Gender Analysis in Health [WHO]
3. Gender Equitable Men (GEM) Scale [Horizons & Promundo]
4. Gender Sexuality & HIV - The Why The Why The How [Geeta Gupta]
5. Integrating Gender into HIV-AIDS Programs [Geeta Gupta]
6. It’s All One Curriculum – Gender Activities [PopCouncil]
7. Its All One Curriculum – Gender Guidelines [PopCouncil]
8. Program H(omens) -- Preventing & Living w AIDS [Promundo]
9. Program H(omens) – Sexuality & Reproductive Health [Promundo]
10. Program M(ujeres) [Promundo]
11. So What Report [IGWG & WHO]
12. Synchronizing Gender Strategies [IGWG & UZSAID]
13. Young Men & HIV Prevention Toolkit [Promundo & UNFPA]
89
Project H
Instituto PROMUNDO
90
Integrating Gender into HIV Prog
W.H.O.
91
It’s All One
Population Council
92
1. Introductions
2. Background
3. Six Degrees of Gender
4. Gender Norms
5. Connect to Sex
6. Secondary Factors
7. Gender Transformative
8. Assessment Tools
9. Resource Kit
SOME CLOSING THOUGHTS 
93
People Pointers
• Single-sex groups better than mixed-sex?
o Sometimes, depends on the subject
• Same sex facilitators?
o Qualities of facilitator to listen, engage, inspire
more important – M/F teams often work well.
Population Council
94
People Pointers
 People get angry, defensive, feel threatened
 People have major shame issues
 Visceral, taps into homophobia, religion, etc.
 May tap into bullying, beatings, home violence
 Triggers childhood training, memories
 May cause push-back from parents (esp. fathers)
 People will say things privately won’t say publicly.
Population Council
95
A new frontier
1.
Since 1990s program designers have recognized gender
dimensions of HIV vulnerability…
…but struggled to turn that into effective interventions
2.
G/T approach not just an add-on or ‘accessory”…
…but new approach req deeper understanding & vision
3. Most initiatives have been promising but small, experimental…
… so scaling up, eval still major challenge
4. Not just a “health matter”…
…but changing oppressive, harmful,
& ingrained normative social structures.
Geeta Gupta
96
www.truechild.org
97