Gender Respect Project 2013-2016

Aiming to help children and young people to understand, question and challenge gender inequality and violence.

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Involving Men and Boys in Promoting Gender Equality


The call for increased gender equality is not a lone call given out by a small group of feminists but a recognised global plea from International Institutions like the UN, to pursue a sustainable and fairer world.

The United Nations Population Fund, UNFPA, has invested many resources into their campaign for ‘Engaging Men and Boys’ in gender equality. They state that ‘Women cannot achieve gender equality and sexual and reproductive health without the cooperation and participation of men.’1

They believe that because men are situated at the top of the gender tree, the best way to tackle the structural issue of gender inequality is to engage the agents that live within it. For example, it is normally men who are the leaders, politically and socially or the heads of departments and the military; the ones who have more varied sexual relations; the ones that use contraceptives more as well as being husbands and fathers, giving them incredible power over women’s lives.

Men’s involvement is vital

Despite prevailing rhetoric about manhood, many men find the socially-constructed gender stereotypes an incredible burden to bear; hence men have much to gain from a gender equal society. To be ‘manly’ the stereotype emphasises the need to be ‘tough’ or be the ‘breadwinner’ resulting in many men internationally being forced into labour conditions that are harsh and sometimes involve injury, violence, imprisonment and sometimes even death especially within the military service, policing and fire fighting.

The wrong image of masculinity can lead men to engage in unsafe sex that jeopardizes their partners’ and their own well-being. ‘Men are victims of many forms of personal and institutional violence – primarily at the hands of other men – and have a great deal to gain from moving towards gender equality: it is an important step towards reducing violence.’2

It is also argued that because of this gender stereotype men miss out on a whole array of emotions and experiences that are’ immensely rewarding and socially valued’ due to gender stereotyping.3

In most cultures, men playing a role of a carer for their children, older or sick parents or showing their vulnerabilities is seen as an alien concept, even though many western women would gladly admit that they desire these qualities in men. However, the suppression of emotions can be deeply harmful to a man’s health.

  • Real Men Can Handle Their Booze: this attitude is part of the reason why men have more than four times as many binge drinking episodes per year than women, according to the Center for Disease Control and Prevention (CDC).4 Binge drinking leads to health problems, including heart disease, liver failure, mental health issues, and even an increased risk of cancer.
  • Real Men Are Never Vulnerable: ignoring pain or not showing that you are ill can be very detrimental to health. Michael Addis, PhD, professor of psychology at Clark University in Massachusetts, explains that ‘Emotional stoicism can lead men to ignore signs of depression, anxiety, or other signs that all may not be well in life,’ caused by extreme self-reliance.5 This can also lead to relationship issues and marital divorce.
  • Real Men Are a Turn-on for Women: Sex is seen to be important for true manliness to be achieved. However, men have a 5.5 times higher rate of syphilis than women and account for 75 % of new HIV/AIDS cases, according to statistics from Avert, an international HIV/AIDS charity.6

Getting to the root of the problem

To be effective in recognising gender roles and inequality, it has to be acknowledged that these roles are dependent on social contexts in which cultural, religious, economic, political and social circumstances play a part. Once this is accepted, it is easier to understand that these gender roles are malleable. Cultures change, societies evolve and the perception of gendered positions can be altered for men and for women alike.

If ideas about manhood are deeply ingrained from an early age, then the place to start evolving these ideas is in the home within families. However this is far easier said than done. Therefore, the platform for change can be within the classroom and in communities where classrooms are not present. If a child is not taught anything different, then their views on how to be a man or how to interact with women will cement the gender stereotype.

Therefore, boys and young men should be encouraged to reflect upon and discuss issues surrounding masculinity, relationships and sexuality in order to help them understand who they want to be. If they want to be big and strong then that is their choice to be that person but their attitude to other people’s decisions, especially to their peers should be one of respect. This also applies to a boy’s view of a girl. Women who choose to be more feminine or masculine should be allowed to. They should have the chance to express themselves and be respected for their autonomy.

International Programmes for Gender Equality

The UNFPA have been focusing on challenging gender stereotypes through different international programmes including:

  • In the Dominican Republic, barbers were the conduit for getting messages about prevention of HIV/AIDS and other sexually transmitted infections to almost half a million men.
  • A project in the Philippines targeted an educational campaign about reproductive health issues to men, who are often the gatekeepers to their wives’ access to health services. Seminars and workshops gave men a chance to talk more openly about sensitive issues with their partners.
  • In Uganda, UNFPA has successfully partnered with male opinion leader leaders in the country’s complex culture – including elders, kings, bishops and imams – to promote healthier behaviours and end harmful traditional practices.7
  • The Men and Gender Equality Policy Project, seeks to build the evidence base on how to change public institutions and policies to better foster gender equality and to raise awareness among policymakers and programme planners of the need to involve men in health, development and gender equality issues. It is a multi-country research and advocacy initiative that has been carried out in Bosnia and Herzegovina, Brazil, Chile, Croatia, Democratic Republic of Congo (DRC) India, Malawi, Mali, Mexico, Rwanda and South Africa (as of November 2012). Men Who Care

By Alexandra Williams



2 p.2

3 Ibid

4 ‘Why Being a Macho, Macho Man Is Bad for Your Health’

5 Ibid

6 Ibid

7 p.3

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Thinking about how young children learn to 'do' boy or girl at the Gender Respect Residential.

Thinking about how young children learn to ‘do’ boy or girl at the Gender Respect Residential.

For the Powerpoint shown at the residential click: Project Powerpoint

Our project started with a residential weekend for all the teachers involved. Here Chella, one of our teachers, tells us about what they got up to.

Yes! Let’s!

Research Residential diary.

As one of the teachers selected to take part in this three-year research project, I was really excited that we’d be kickstarting it with a residential at Wortley Hall, just north of Sheffield – it’s been an amazing opportunity to get to know the other researchers and members of the steering committee, and to really immerse ourselves in the ethos of the project in some beautiful surroundings.

On the Friday evening, steering group member and experienced drama practitioner Heather Hunt started us off by leading us through some icebreaker activities during a walk through the grounds. We played ‘Yes! Let’s!, which is an improvisation warm up game all about making suggestions and enthusiastically accepting ideas from others. This activity paved the way for much trust and good will among the group.

The drama work continued that afternoon with a visit from the outstanding local theatre company, A Mind Apart, who used Augusto Boal’s Theatre of the Oppressed techniques to support the group to explore and reverse gender stereotypes in our own pasts and in our current classrooms. This was quite cathartic for those of us who addressed moments from our own schooling that had an impact on how gender stereotypes were modelled to us as children.

We rounded off the evening with a lively ‘nature or nurture’ debate using the Philosophy for Children format, and began to think about ideas for our initial action research.

On Saturday, we started getting to grips with some quite disheartening definitions of gendered violence and key data from the UN about girls’ experiences of violence both locally and globally. It really was valuable to have time away from school and the usual demands to really delve into this material with much support from DECSY’s Helen Griffin.

We felt empowered, though: the attitude of the game ‘Yes! Let’s!’ – of working together, taking the risk of trying out new ideas, and creating a safe space to share and contribute – was a brilliant and inspired way to begin this project – it’s the attitude that will sustain us while we carry out this research for the next three years.

Ultimately, that’s what we want young people to do. The ‘Yes! Let’s!’ attitude is one we hope to engender in our students, so they can take action and build momentum to challenge gender stereotypes, inequality, and violence and fully participate with us in the Gender Respect Project.

By Chella Quint