1. Introduction to Gender Analysis
in One Health
Objective: understand and apply domains of gender analysis within a cross-sectoral gender analysis framework to identify context-specific gender disparities for zoonotic disease prevention, detection, and response.

2. What is “gender analysis”?
Gender analysis examines the social, economic, and political realities of women’s and men’s lives in a given context, e.g.:
differences in roles and norms for women and men, girls and boys,
the different levels of power they hold,
their differing needs, constraints, and opportunities, and
the impact of these differences in their lives.
This presentation will focus specifically on gender analysis as an important tool for understanding how gender factors into the social, economic, and political variables that provide critical context for more effective preparedness and response planning and One Health coordination.
Source: Adapted from USAID Interagency Gender Working Group (IGWG)

3. Domains of gender analysis
Knowledge, beliefs
and perceptions
Legal status
and entitlements
Access to/control over
assets & resources
Power
Practices, roles
and participation
Additional detail:
In this framework (Source: IGWG), gender relations are analyzed across 4 domains to identify existing gender-based constraints and opportunities. These 4 domains do not encompass the total range of human activity, and there is some overlap among them, but they nevertheless provide a conceptual framework to help our thinking.
Taken together, these different relations in these domains shape the different levels of power to which women and girls and men and boys may have access in a given context. Power is thus in many ways a cross-cutting domain, but we should also consider it separately to ensure that it is considered concretely as well.
We will focus now in more detail on what gender analysis is and how it can be used to strengthen our efforts to address gender in our programs. Let’s look more closely at some of the basic elements of gender analysis.
Source: IGWG 3

4. Knowledge, beliefs, & perceptions
Knowledge that men and women are privy to —who knows what
Beliefs (ideology) about how men and women and boys and girls should conduct their daily lives
Perceptions that guide how people interpret aspects of their lives differently depending on their gender identity
This domain of gender analysis reflects the norms for what is seen as appropriate behaviors for women and girls and men and boys. It refers to people’s thoughts. It also involves understanding how people interpret aspects of their lives differently according to gender categories. This domain includes:
Types of knowledge that men and women are privy to—who knows what based on their experiences and what is seen as appropriate to know;
Beliefs (ideology) that shape gender identities and behavior and how men and women and boys and girls conduct their daily lives; many of these beliefs are normative—i.e., gender norms—that provide standards for what is seen as appropriate behavior and roles for women and girls and men and boys; and
Perceptions that guide how people interpret aspects of their lives differently depending on their gender identity—whether they are women and girls or men and boys.
Sample Questions: What are some of the beliefs or perceptions that impact your community, sector, and programs? For example
What are gender norms about girls and women’s knowledge, for example, about health care, finance, agriculture, or the environment? Men’s knowledge about these areas?
What social expectations influence women and girls, and men and boys, in their decisions (or empowerment to make decisions) about, for example, going to school, getting married, how many children to have, getting a job, or seeking healthcare?
How do these norms impact each sector and its programs?
What specific actions or interventions would you recommend, as a part of each sector’s programming, to address these issues?
(Note that knowledge and access to information cuts across numerous aspects of literacy/education, technology, and infrastructure. We therefore also consider access to information under the next domain…)
Source: IGWG

5. Access to and control over assets and resources
The capacity to access and use resources necessary to be a fully active and productive participant in society (socially, economically, and politically).
Natural and productive resources
Information
Education
Social capital / influence
Income
Services
Employment
Benefits
Access refers to being able to obtain and use the assets necessary to be a fully active and productive participant (socially, economically, and or in community decision-making) in society. It includes access to resources, income, services, employment, and information, e.g.:
Natural and productive resources
Income
Services
Employment
Education
Social capital and resources (i.e., social connections between networks and individuals)
Information
Sample Questions: How does differential access among women and girls, and men and boys, impact your community, sector, and programs? For example:
What differences exist, if any, between women and men when it comes to food? Information? Transportation to school, work, or health services? Other resources?
 What differences exist, if any, in income or participation in markets/businesses? Are there differences in paid versus unpaid or informal labor?
 How do these differences affect your sector and programs?
What specific actions or interventions would you recommend, as a part of each sector’s programming, to address these issues?
Source: IGWG

6. Practices, roles, and participation
Gender structures peoples’ behaviors and actions—what they do (practices), the way they carry out what they do (roles), and how and where they spend their time (participation).
Activities
Meetings
Formal decision-making processes
Services
Training courses
This domain refers to peoples’ behaviors and actions in life—what they actually do—and how this varies by gender. It encompasses not only current patterns of action but also the way that people engage in development activities. It includes attending meetings, training courses, accepting or seeking out services, and other development activities. Participation can be both active and passive. Passive participants may be present in a room where a meeting is taking place and therefore may be aware of information transmitted, but do not voice their opinions or play a leadership role. Active participation involves voicing opinions and playing an active role in the group process.
Gender structures peoples’ behaviors and actions—what they do and the way they engage in particular program areas through training, decision-making, or other forms of engagement, including but not limited to:
Activities
Meetings
Formal Decision-making Processes
Services
Training Courses
Sample Questions: What are some of the differences in gender practices, roles, and participation that affect, your community, sector, and programs?
During meetings, trainings, or other activities (at the workplace, in the community, etc.), how many men versus women are present? Who speaks more frequently? Are there any patterns evident in where people sit around the room?
What are girls and women’s everyday practices? Men’s everyday practices? How might these practices affect their ability to participate in different activities and services? For example, when are they at work, school, conducting household chores, or engaged in social activities? When do trainings or community meetings typically take place? Consider safety and security concerns (travel distances, daytime versus nighttime travel, overnight trainings out of town, safe roads…), typical working and childcare hours/needs, etc.
How do these differences in participation affect each sector and its programs?
What specific actions or interventions would you recommend, as a part of each sector’s programming, to address these issues?
Source: IGWG

7. Legal status and entitlements
Refers to how gender affects the way people are regarded and treated by both customary law and the formal legal code and judicial system.
Inheritance
Legal documents
Identity cards
Property titles
Voter registration
Representation
Due process
Gender differences exist in legal status and entitlements, including differences in entitlements accorded to men and women in formal and customary legal systems, differences in how the judicial (or other law and customary systems) actually enforce or apply the law, and differences in recognition that certain legal entitlements even exist (at either the individual level where women or men may not recognize the existence of certain entitlements under the law; or at the institutional level within written or applied laws, where certain entitlements are not formally recognized as in the first place).
Sample Questions: What are some of the differences in legal status and entitlements that affect your community, sector, and programs?
What are some specific gender differences in rights and legal status? How these vary across other socio-cultural status (i.e., age)? (Consider, e.g., land/property rights, family codes, inheritance…)
Do any customary systems affect the legal status and entitlements of men and women differently?
What barriers may differently affect the ability of women and girls, and men and boys, to access legal services, interact with the police, or otherwise engage with the justice system? Are laws effectively and equitably applied? How would you describe levels of legal literacy among different population groups?
How do these differences affect each sector and programs?
What specific actions or interventions would you recommend, as a part of each sector’s programming, to address these issues?
Source: IGWG

8. Power and decision-making
Gender relations influence people’s ability to freely decide, influence, control, enforce, and to engage in collective actions.
Decisions about …
Personal health
Children
Affairs of household, community, municipality, and state
Use of individual economic resources and income
Choice of employment
Voting, running for office, and legislating
Entering into legal contracts
Moving about and associating with others
The four domains of gender analysis ultimately affect the ability of people to decide, influence, control, and enforce a decision—that is, the ability of people to have the power to make decisions freely and to exercise power over one’s own person and within an individual’s household, community, municipality, and the state. This includes the capacity of adults to decide about the use of household and individual economic resources, income, and their choice of employment. It also encompasses the ability to engage in collective action, including access to and control over community and municipal resources. Finally, it includes the capacity, for example, to vote, or to enter into legal contracts.
Specific areas of control over decisions may include
Personal health
Children
Affairs of the household, community, municipality, and state
The use of individual economic resources and income
Choice of employment
Voting, running for office, and legislating
Entering into legal contracts
Moving about and associating with others
Sample Questions: Are there any other domains of power and decision-making that are not included on this list but may impact your sector and programs, as well as broader health, development, and well-being? What are some of the differences in gender practices, roles, and participation that affect your community, sector, and programs?
What are some examples of a lack of power and control in this scenario? How might this vary across gender, age, and other socio-economic groups?
How does gender-based violence relate to power and control? How might it affect or be affected by programming in each sector?
How do power relations—or constraints to the ability to make decisions—affect implementation of specific programs and activities in each sector?
What specific actions or interventions would you recommend, as a part of each sector’s programming, to address these issues?
Source: IGWG

9. Context matters
Gender constraints and opportunities need to be investigated in specific contexts, as they vary over time and across …
Social Relationships
Partnerships
Households
Communities
Civil society and governmental organizations/institutions
Sociocultural Contexts
Ethnicity
Class
Race
Residence
Age
Disability
Although we have been focusing on gender and power relations, gender relations are linked to a host of other power relations at work in a specific context—such as power relations influenced by ethnicity, class, race, disability, and age. Gender relations also vary by context—that is, the type and degree to which a woman (or man) experiences gender constraints may be very different in a household and in a work context.
Thus, gender relations and gender analysis vary according to the specific context in which they are occurring. Therefore, although some gender patterns may appear remarkably similar across contexts, it is critical to understand the specific relations (and ongoing changes and contradictions in these relations) across time, in different organizational contexts, and in different sociocultural contexts.
Source: IGWG

10. Contextualizing gender dynamics to implement gender-responsive programs
Through gender analysis, we can:
Identify and interpret how gender differences and relations affect our ability to achieve program objectives.
Identify and interpret how our program interventions can either change or reinforce gender inequalities.
Establish clear, explicit, and measurable objectives to address gender- focused issues.
Work with other decision-makers and implementers in One Health to understand and articulate relationships between gender-focused objectives and broader program and sector goals (gender integration).
Source: IGWG

11. Gender analysis in One Health: added dimensions
& illustrative considerations
Consider differences in…
Knowledge/beliefs/perceptions
Access to assets and resources
Practices/roles/participation
Legal status/entitlements
Power and decision-making
Risk/prevention
Surveillance/
detection
Response
Human health
Animal health
Environmental health
role of community health workers, traditional healers, and birth attendants; sexual transmission; biological differences in symptoms
literacy, access to education and information technology; impact on community education, health and other services 
participation in funeral ceremonies and burial practices; caregiving for family members
human or domestic animal exposure to wildlife as a result of recreation or participation in forestry, hunting or extractive industries
In the context of One Health, we need to be able to apply these domains of gender analysis across sectors, and across the continuum of disease prevention, detection, and response. Now that we understand the basic domains of gender analysis, we can start thinking about how to apply those questions.
By asking these core gender analysis questions in the context of this framework, we can dig deeper to understand the potential gender dimensions across One Health sectors and across the continuum of prevention, detection, and response.
This illustrative list of considerations may look familiar in its overlap with many known social, economic, and political factors in One Health.
And while it is not exhaustive, even here we can see how many potential gender-related differences and concerns may cut across more than one aspect of human, animal, or environmental health, and of prevention, detection, and response.
When we put this into practice, many of these issues may not fit easily or only into just one of these boxes. Because we can easily focus on just one area, such as risk factors in human health, we may fail to recognize equally important gender considerations, like the gender-related economic impacts of an outbreak. This framework helps us better understand and explore gender dimensions across these areas in a more comprehensive manner.
employment and access to markets – potential impact of market disruption during outbreak/response
livestock management responsibilities; gender differences in veterinary workforce
land/property rights and effects of migration or displacement
access to safe/clean water supplies and sanitation
household responsibilities for water management

12. Data sources Primary Secondary
Interviews—individual and group
Participatory research
Surveys
Secondary
Existing gender assessments—country or sector specific
Local organizations and partners
International grey literature
Published articles
 Research design must intentionally capture the experiences of those most affected and their advocates.
Note: The methodologies for collecting data are not different from any other data collection. The key is WHAT QUESTIONS ARE ASKED (the gender analysis questions) and who was asked.
The scope of the gender analysis and availability of relevant secondary data will determine these questions, and the extent to which new/primary data collection is required.
In the context of One Health, desk review and secondary data collection may often be the easiest place to begin. Participating sectors and donors/partners working in support of the GHSA, EPT-2, and related programming have often conducted gender analyses or other research to support planning.

13. Use of sex-disaggregated data…
Important for, but not the same as, a gender analysis…
To move to a gender analysis
Examine sex-disaggregated, quantitative data to identify notable issues and patterns
Identify the key factors that are producing the issues
Analyze the gender aspects that influence these key factors and issues
Gender-sensitive indicators: These indicators can be used to measure changes in gender norms, inequalities, and empowerment to see how the status and role of men and women change over time.
Important: gender analysis is much larger and more rigorous than simply collecting sex-disaggregated data.
Example:
A local school district has an exceptionally low secondary school graduation rate.
Sex-disaggregated data show that a disproportionate number of girls are dropping out of school by age 16.
Factors affecting this may include, e.g.:
early marriage
Low family income  inability to pay for supplies or child is needed at home to support family (childcare, work on farm, etc.); lack of interest by child; lack of support by parent or other family member; child has opportunity to get married
Gender aspects:
Social acceptance of early marriage, pressure to be married, or economic need.
Vulnerability to violence in transit to school or on school property
Insufficient privacy in sanitation facilities
Undervaluing of girls’ education, low expectations for future employment
Examples of gender-sensitive indicators:
Re example above: Number of fathers who say it is important for daughter to finish secondary school. Number of mothers who think so.
(FP-related): Number of men accompanying their wives to couples counseling on family planning.
Marriage: decrease in early marriage or decrease in age differential between men and women spouses
Source: IGWG

14. From analysis to planning…
How will the proposed program or activity
Address gender-related barriers, needs, and opportunities
Affect women and girls, men and boys, and overall gender relations (consider both potential positive and negative impacts)
What gender barriers are not addressed by the program or activity?
Gender analysis is important in order to be able to assess policy and program options for One Health platforms and in preparedness and response plans.

15. Thank You!