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What is ‘gender responsive content’ — and why does it matter?

Posted in development, education, gender, girls, ICTs, mobile and technology, m4D, mobile, wait... what?, women, tagged , , , , , on March 13, 2015| 2 Comments »

panel session photoIn line with my last post (10 myths about girls empowerment and mobile learning), I thought I’d also share what we covered during our panel on ‘Gender Sensitive Content and Pedagogy’ during UNESCO and UN Women’s Mobile Learning Week 2015. This year’s theme was ‘leveraging technology to empower women and girls.’ UN Women did a fantastic job of finding really smart women with varied backgrounds to join the panel, including: Sarah Jaffe, Worldreader;  Andrea Bertone, FHI360; Hongjuan Liu, Beijing Royal School; Catherine King, Global Fund for Women; and Anne Githuku-Shongwe, Afroes. I had the pleasure of moderating the conversation, and here’s some of what we talked about. I’ll put up a few more posts after this one to share the full session.

First, what is ‘gender responsive content?’ Hongjuan sent over a general introduction to include in this post. To begin with, she said, simply having access to schools does not guarantee a proper education and a better future. “Outdated teaching materials silently reinforce girls’ sense of inferiority. Materials rarely picture woman as managers, pilots, doctors or political leaders. The subconscious words neglect the contributions of girls and women to the modern economic world and show women as subordinate to men.” Even worse, she noted, “unless they are trained on gender sensitivity, most teachers and parents are not knowledgeable enough to banish gender bias. Silence in the face of discrimination is the equivalent of allowing lies and distorted facts to continue. And, such blindness is even more dangerous to the gender-bias content itself. As a result, these mistakenly delivered messages will denigrate girls and women from one generation to another.”

According to Hongjuan, teachers are a critical part of efforts to “dig out the seeds of gender-bias in our children’s heart” and they should be paying attention to both content and pedagogy. “Given that boys and girls learn differently, we need to employ diverse pedagogies in order to respond to different learning styles –from small group, individual, lecture, reading, experiences, laboratory work, etc. Diversity in pedagogy matters and increases the opportunities for all students to learn.”

Overturning gender stereotyping must be a collective and universal effort, she said. “Institutions must respond to the call to overturn gender bias discrimination. Some citizens are too weak to resist the strong stereotypes present in their countries and religions. Life is too short to wait to base our actions on a collective worldwide outcry for a harmonious world where woman and man are equally accepted, appreciated and treated. At the very least we should live by our words and deeds so that we are seen as desiring and fighting for equality. We should wish to be painted as believing in not only the potential of women and girls, but the rights they should have. That will inspire women to work to craft their own more promising future.”

Andrea noted that we should pay attention to gender responsive content and pedagogy because “if we don’t prioritize gender responsive content we see the consequences: girls and boys who stay disempowered and miss out on learning opportunities which challenge the unequal gender norms that they are socialized to believe.” In addition, she said, gender-responsive content offers rich tools that we can use to transform unequal gender norms — “those norms that dictate to girls what they can and can’t do, where they can or can’t go, or norms that encourage boys to engage in harmful behaviors against themselves and others.” We have the potential to link two extremely relevant and potentially transformative mechanisms — mobile and gender sensitive content and pedagogy — in the education space, “and that is quite exciting!” Andrea added.

Sarah agreed, noting that what we experience in media and literature shapes us, particularly as children.  “If a girl never sees an example of a woman neuroscientist, in either fiction or non-fiction, how will she know that is a possibility for her?”  We know life gives us all sorts of examples that challenge literary tropes, but “when we are inundated with one-note ideas of what it means to be a boy or a girl, these shape us in subconscious ways,” she said. “This example applies mainly to fiction, but of course, non-fiction and informational gender responsive content is also key.”

Hongjuan shared how she was influenced by gender stereotyping. “I chose to be a teacher, because this is the best thing I found in books. Women were never pictured in other roles. These subconscious words imply that a girl’s sweat is so cheap that it will never win them a higher social status,” she said. “We need to change these gender biases. These mistaken messages poison girls and woman from one generation to another.”

“We need to be a part of combating these persistent stereotypes,” continued Catherine. “A lack of representation and the misrepresentation of women and girls persist in mainstream media.” We see this as well in non-traditional sectors, including in the online environment, she noted. “As content developers, we have an opportunity – a responsibility – to disrupt pervasive stereotypical and counterproductive images.” Catherine explained that the Global Fund for Women has expanded its mission to prioritize raising the voices of women via digital storytelling and advocacy campaigns as an equal lever to grant making to create greater momentum for the change we all want to see in the long term.

Finally, Anne noted that “today, even in Africa, we live in a connected world that is more transparent, where oppression, harassment or discrimination are not cool and are in fact are exposed because of our connectedness.” She referred to stories we’ve all become aware of — rape in India, pedophiles, the Arab Spring. “On the other hand, gendered relationships at home, at work and in public spaces have changed forever as women’s choices open up more and more.” In the meantime, however, “we old school parents and teachers continue to enforce old stereotypes that are close to dead to the world – confusing our young ones.” Anne emphasized that it is critical to equip young men and women – our future leaders – for a new reality. “In our work building motivated learning products on mobile — using games and gamification rules — we are at pains in our engaged user-based design and testing processes to challenge gender stereotypes and offer a platform to shape new ones. Gender-responsive content is not a nicety, it is imperative!!”

Tune in over the next week or two for summaries of the other areas covered on the panel, including: combating unconscious gender bias; the role of mobile in creation/implementation of gender-responsive content and pedagogy; challenges in the area of gender-sensitive mobile learning; and thoughts on where we can expect mobile technology and gender-responsive content and pedagogy to head in the future.

 

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Do ‘girl ads’ detract from girls’ empowerment?

Posted in activism, communication for development, communications, gender, girls, ICTs, mobile and technology, slacktivism, social media, technology salon, TSNYC, Uncategorized, wait... what?, women, youth, youth media, tagged , , , , , , , , , , , , , , on August 26, 2014| 5 Comments »

Our August Technology Salon in New York City (TSNYC) was a stimulating and deep discussion on whether ‘girl advertising’ detracts from girls empowerment. The topic surfaced after a Facebook conversation about the rise in commercials about girls and women’s empowerment such as Always’ “Like a Girl,” Verizon’s “Inspire her Mind,” and Pantene’s “Stop Saying Sorry.” There are mixed feelings about what these ads accomplish for girls and women, and whether their commercially driven motivations are actually helping to achieve gains for girls in the US and elsewhere.

Some of the key points raised at the Salon included:

Participatory media vs slick, overproduced ads. When it’s participatory media with children and youth making choices about what is being said, shot and edited, it’s one thing. It feels authentic, said one Salon participant. “But the current spate of ads tend to show a very ‘produced’ girl, wearing make-up, feeding into stereotypes about beauty, talking to a screen and selling a product or a brand.” These ads may feel inspiring to people watching, but are they actually ‘empowering?’ The underlying message of many of these ads for girls is still often sex, beauty and/or sexual attractiveness.

Surface rather than deeper change. One discussant pointed out that companies making these empowering girl ads on the one hand are making misogynist NFL ads on the other. If a company really wants to do something for girls, it should be a holistic effort that permeates all its advertising, she felt, not just a slick ad for girls and business as usual with everything else. Making girls feel better about themselves is one thing, but it’s not enough. Girls may say they prefer ‘Goldiblox’ to ‘Barbie’ but the toys are still plastic consumables, and they are still pink, as one participant noted. “Girls need to build confidence at a deeper level,” said a youth participant. “Rather than just providing a one-way ticket to solving a simple problem, we need to go deeper, because the problem does not have just a single cause.” In addition, as other participants called out, much of the change being pushed by ads is shallow change, when what is really needed is systemic change. “Have you really addressed structural injustices and inequities with these one-off actions and campaigns? Do these simple narratives really help? Or are they a distraction?”

Are we conflating empowerment and consumerism? These girl-focused ads encourage girls that we work with to spend money that they don’t have, commented one Salon participant. Are we supporting girls’ assimilation into corporate consumerism or are we trying to change the status quo for girls who have been traditionally left out? “Girls we work with have issues with lack of access to housing, education, a living wage. These ads encourage them to spend money that goes back to corporations, and we don’t know what the corporations are doing with it. Are they supporting militarization of the police? Are they lobbying to cut sex education or planned parenthood funding?” Often the topics addressed in these ads, she noted, are the tip of the iceberg. “We see ads about teen pregnancy, but we don’t see work that addresses its underlying causes.” Addressing underlying causes, many in the room felt, would be the truly empowering work.

Higher visibility of girls’ issues is unintentionally causing problems. The increased presence of girls in the media and in NGO advocacy campaigns was initially very helpful, but some commented that it is becoming a problem. “Donors think that there is a higher level of investment in programs that directly impact on girls, which is not necessarily the case. Often the investment is made in branding or social media rather than in concrete programming that supports girls with real assets and skills.” This has meant that some donors are reluctant to fund programs for girls, because they think the topic is over-saturated. In reality, there is a lot of talk and media but not enough on-the-ground support.

Being a girl in 2014…. In addition to the funding challenges, some research has shown that in the US, girls as young as 7 and 8 feel that they “cannot drop the ball on anything now.” The empowering visions of girls can make them feel that they are expected to do and be everything, and to solve all the world’s problems on top of it all. At the same time, on social media such as Facebook research shows that girls tend to downplay their intelligence and up-play their fun and sexiness, because media bombards them with messages that on top of being successful at everything, they are also supposed to be cute, carefree, and sexy.

What about boys and men? The higher visibility around girls can lead to a marginalization of boys and men from gender work, commented some Salon participants, as it sets up a boy vs girl dynamic. Though for advertising, binaries tend to work, in the wider scheme of things, these issues are very complex and binaries are not helpful. If we are looking for change an empowerment, boys and men also need to be part of the equation and gender should be a more holistic approach, not only focused on girls. “Working with both boys and girls is more empowering for everyone,” said one participant. When boys feel threatened by girls it just creates more conflict. “We need to empower boys by teaching them about girls and gender dynamics,” because both boys and girls are affected by gender stereotypes.

Ads by their very nature simplify complex issues. Ads are simplified because of how they need to be packaged, especially now in the day of social media, as one of the youth Salon participants pointed out. “People take a simplified message and create their own meaning out of it, without really understanding the complexities. Then they share the ad around and feel like they’ve done their part. They think an ad is fully informing them and this is dangerous. These ads don’t really feel empowering for me, it’s just an upswing in ads for teenaged girls and in media targeted at my age group. The ads are just one more thing that’s shared on Facebook. So it’s like someone else packages ideas for you, you share them, and you move on.” Another participant agreed, yet added that ads can open the door to a conversation about something larger that can be followed with more nuanced discussions.

Ads are ads. They are not CSR. Companies are not really interested in empowering girls with these ads, pointed out one participant. These are not Corporate Social Responsibility (CSR) ads; they are marketing ads. Another participant added that “many of these campaigns are run by very smart, high-powered women. They do want to see high-powered versions of girls, and they also want to sell their products or their brands.” The income from the ads does not go into social programs; it’s revenue, noted another participant. CSR managers then have the job of advocating internally so that some of the revenue does go towards these types of causes, but it’s not a given. CSR staff work to encourage corporate leadership to allocate some of the funding into programs that have an impact on girls’ lives. Consumers should also be doing their homework and finding out what is happening with different campaigns. Companies want to make employees, customers, and investors/their boards happy. Consumers should pressure corporations to do more than just ads, and to do something that reaches farther. Corporate mandates are totally separate from Foundation mandates, as one participant pointed out. “It’s up to people like us who care about these issues to bridge the gap, to have these conversations in the board room, with management and leadership, with PR staff.” “How can we increase transparency about what these companies invest in,” asked one participant. This is important not only for CSR budgets and ‘girl issues’ but for companies overall.

Starting with the delivery system is a problem. Rather than starting with a solution – an ad, a technology, a delivery system – we should start by picking the group or population where we want to make a difference and then decide what is the best way to go about it, commented one Salon participant. “What does success look like for girls? What do girls themselves what to do, to be? Empower is a vague word. If you substituted ‘farmer’ for ‘girl’ you’d never get away with some of the mystical pronouncements that we hear now about girls. Do you ever hear people saying ‘Ah, farmers… I just feel so alive and so inspired when I meet them! They can change the world!’ Probably not. And much of the rhetoric around girls is just inspiring language that doesn’t actually help girls to achieve their goals. We’ve swallowed the language of the current delivery system. We now measure success in terms of retweets, likes, social media campaigns and putting out manuals and guides. We need to push back and ensure that the money goes to girl programs on the ground.”

Using media for behavior change is a science. Others, however, felt that there was a role for behavior change communication (BCC) done in a scientific way and with solid measurement of impact. Activism and advocacy are different approaches than behavior change, commented a participant. Likes and tweets can be measures of activism, awareness and advocacy. But for behavior change, we need to go deeper. Well-targeted behavior change communication starts with strong, solid research into what drives behavior. There are different categories – knowledge is the first one. But most times, it’s not lack of knowledge that prevents people from changing behavior. More often, it’s attitudes, social norms, and lack of social support and self-efficacy. A well-defined campaign should isolate what will make change and the communication piece should speak to that very specific change. It’s also critical to understand the audience and what will move them to action – for some girls it will be a strong aspirational role model, for others it will be real-life women and girls. Formative research helps us understand what will work with a particular audience.

How are we measuring impact? People are measuring the number of tweets from the general public and calling it impact, rather than measuring indicators of real change for girls themselves. “Attention is being placed on media impressions, tweets, hashtags,” said one discussant. “We measure hollow metrics about the giver rather than measuring the impact on the ground, on the lives of the people we say we are supporting or helping.” She went on to cite some very well known campaigns where the only impact reports were media hits, but no available reports track what happened with funds raised, or with ‘awareness’ and how it translated into actual change. “Is it enough to show women in empowering ads,” asked one participant. “There is a disconnect between advocacy and messaging and measuring impact,” said another person. Within organizations, some digital teams are very good at showcasing to management how many Facebook likes and tweets they get, and this distracts leadership from looking at more impactful efforts on the ground. It allows these shallow campaigns to take funding away from the more solid programmatic efforts that work directly with girls and their families and communities to address underlying causes, and to build skills and assets and enabling environments for girls to succeed.

Equality vs liberation. Boiling complicated intersectional analyses down to an ad that can only carry a single message is complicated and having an equal number of male and female board members does nothing for women who are not operating at these high levels, said one participant. “I have so much I want to say about all this!” she added. “Where are the transformational campaigns? None of our organizations or brands or corporations has enough money individually to do a campaign that would really create structural, systemic change. Even the Ms. Endowment has only $35 million and it’s not enough. We are all competing in the market. How can we collaborate and converse with one another to do something bigger and better. How can we work together to really shift things? What if we came together and only took money from corporations that did something like have a certain percentage of women on the board plus ads that show positive images plus funnel funding into good programs on the ground? How can we hold companies accountable? How are we measuring success?” Another person commented “Many corporations feel that we are lucky to have their money.” She wondered how we can build strength in our numbers and work together as a more solid front.

It’s not one or the other…. In closing, one participant pointed out that there were multiple conversations happening in the room, because those of us working on gender and girl issues are fighting the good fight on multiple fronts. “Work on the ground is one thing. Work at the global policy/advocacy level is something else. And then there is work with the private sector and the public as well,” she said. “We all have different strengths. How can we connect in more meaningful discussions on it all? How can we flag issues that need consideration so that we are all contributing to a wider goal?” Further conversation and joint work could help to address some of the challenges that those in the room are facing. Many participants wished for a follow up conversation to take the ideas a step further, and the topic of engaging boys and men was brought up as something that needs more work.

So, do girl ads detract from girls’ empowerment? According to the majority of Salon participants, yes, in many cases they do. But there is potential to integrate these kinds of ads into wider, more effective efforts to push for systemic change that involves both boys and girls, works at various levels, and demands greater corporate accountability and better measurement of results.

What should advertisers do, then? [Adding this today (Aug 26) after a request for some recommendations for advertisers]

  1. Be consistent. Look inwardly. Don’t be all ‘girl empowering’ on the one hand and then be all misogynist on the other hand with everything else that you do.
  2. If you’re making revenue from girl empowerment ads, then do something with the money that actually supports programming that is proven (evidence-based) to make a real difference to girls in their daily lives or support policy work that help girls advance.
  3. If you’re really about girls’ empowerment and want to work on behavior changes that benefit girls at a widespread level, then look at some of the behavior change science approaches that can help you to plan campaigns that get people to move beyond a) feeling inspired and b) gaining knowledge to c) actually acting and changing their behavior….
  4. A combined effort that works at multiple levels (ads that are well researched and directed, policy changes that support girls and women, and work on the ground that provides girls with skills and helps them build assets) would be a better way to approach girls’ empowerment, if indeed advertisers do want to help empower girls.
  5. Stop commodifying everything and putting more pressure on girls and women to be and do everything. Use some of the power and expertise of creating and motivating people through brands and advertising to support social change that has nothing to do with buying more stuff.

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For more background reading, see our crowdsourced list of ‘girl ads’ and commentary about girl ads.

Thanks to those who contributed to the Salon topic idea and preparation (especially Eva Kaplan, Karen Cirillo, Clare Ramirez-Raftree, Lina Srivastava and Greta Knutzen) and to ThoughtWorks for their generous hosting!

If you’d like to attend a future Salon in New York, Washington DC, San Francisco, London, Toronto/ Ottawa or Nairobi, sign up here to get on our email list!

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Integrating ICTs into Communication for Development programs with adolescent girls

Posted in C4D, children, communication for development, communications, development, gender, girls, ICT4D, ICTs, mobile and technology, m4D, mobile, participation, protection, social media, wait... what?, women, youth, youth media, tagged , , , , , , , , , , , , , , , , on October 11, 2013| Leave a Comment »

Screen Shot 2013-10-11 at 7.24.48 AMA paper that Keshet Bachan and I authored for Unicef is now available for your reading pleasure!

Here’s a  summary of what we talk about in the paper:

Social, cultural, economic and political traditions and systems that prevent girls, especially the most marginalized, from fully achieving their rights present a formidable challenge to development organizations. The integration of new Information and Communication Technologies (ICTs) to the Communication for Development (C4D) toolbox offers an additional means for challenging unequal power relations and increasing participation of marginalized girls in social
transformation.

We examine ways that ICTs can strengthen C4D programming by:

  • enhancing girls’ connections, engagement and agency;
  • helping girls access knowledge; and
  • supporting improved governance and service delivery efforts.

We reflect and build on the views of adolescent girls from 13 developing countries who participated in a unique discussion for this paper, and we then provide recommendations to support the integration of ICTs in C4D work with marginalized adolescent girls, including:

  • Girls as active participants in program design. Practitioners should understand local context and ensure that programs use communication channels that are accessible to girls. This will often require multi-channel and multiple platform approaches that reach more marginalized girls who may not have access to or use of ICTs. Programs should be community driven, and real-time feedback from girls should be incorporated to adjust programs to their needs and preferences. Mentoring is a key component of programming with girls, and holistic programs designed together with girls tend towards being more successful.
  • Privacy and protection. Every program should conduct a thorough risk analysis of proposed approaches to ensure that girls are not placed at risk by participating, sharing and consuming information, or publicly holding others to account. Girls should also be supported to make their own informed choices about their online presence and use of ICT devices and platforms. A broader set of stakeholders should be engaged and influenced to help mitigate systemic and structural risks to girls.
  • Research and documentation. The evidence base for use of ICTs in C4D programming with marginalized adolescent girls is quite scarce. Better documentation would improve understanding of what programs are the most effective, and what the real added value of ICTs are in these efforts.
  • Capacity building. Because the integration of ICTs into C4D work is a relatively new area that lacks a consistent methodological framework, organizations should support a comprehensive training process for staff to cover areas such as program design, effective use of new ICT tools in combination with existing tools and methods, and close attention to privacy and risk mitigation.
  • Policy. Programs should use free and open source software. In addition, child protection policies, measures and guidelines should be updated to reflect changes in technology, platforms and information sharing.

The paper was first shared at the 12th Inter-Agency Roundtable on Communication for Development in November 2011. It was then reviewed and updated in August 2012, and released in August 2013 under the title “Integrating Information and Communication Technologies into Communication for Development Strategies to Support and Empower Marginalized Adolescent Girls.”

Download it here!

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