1. Gender & Reproductive Health Copyright TrueChild, Inc. 2011 1 Integrating a Gender Transformative Approach into Programs & Policies Created for Office on Women’s Health Dept of Health and Human Services

2. 2 1. INTRODUCTIONS  2. Background3. Six Degrees of Gender4. Gender Norms5. Connect to Sex6. Secondary Connections7. Gender Transformative8. Assessment Tools9. Resource Kit

3. What We Do g 3 Thought Leadership That Brings a Gender Transformative Analysis To Serving At- Risk Youth In US Policies & Programs TrueChild Gender norms & gender equity are the key to improving life outcomes.

4. Copyright TrueChild, Inc. 2010 4 T rue C hild 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. g 2

5. g 5 Riki Wilchins, M.A. 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 21 st Century.” Dir of Programs & Research

6. 6 1. Introductions2. BACKGROUND  3. Six Degrees of Gender4. Gender Norms5. Connect to Sex6. Secondary Connections7. Gender Transformative8. Assessment Tools9. Resource Kit

7. Writing on Gender Norms 7

8. Experimental Research on Gender Norms. 8

9. Programs Focusing on Gender Norms 9  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.

10. But in US Research & Programs – A Disconnect 10 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.

11. US Disconnect: CDC Programs 11

12. US Disconnect: Repro Policy 12

13. International: The Reconnect! rs 13

14. International: The Reconnect! rs 14 Integrated Gender Equity approach to… Infant & Maternal care Male Health & Vulnerability Intimate Partner Violence Male-on-Male Violence Reproductive health/HIV Integrated Gender Equity approach to… Infant & Maternal care Male Health & Vulnerability Intimate Partner Violence Male-on-Male Violence Reproductive health/HIV

15. Disconnect vs. Reconnect rs 15 U.S. 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 International

16. 16 1. Introductions2. Background3. SIX DEGREES OF GENDER  4. Gender Norms5. Connect to Sex6. Secondary Connections7. Gender Transformative8. Assessment Tools9. Resource Kit

17. Six Degrees of Gender 17 “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.

18. Six Degrees of Gender 18 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.

19. Six Degrees of Gender 19 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.

20. Six Degrees of Gender 20 Sex MaleFemaleIntersex Gender Expression MasculineFeminineAndrogynous Sexual Orientation StraightGayBisexual Gender Identity ManGenderQueer/BigenderWoman

21. Intersex? 21 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

22. Transgender? Umbrella term for:  Crossdressers  Transsexuals  Drag people  Genderqueer youth Boychix, boyz, boy-identified dykes, trykes, grrrlz, etc. 22

23. Transgender 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 23 Effects on Sexual Behavior

24. 24 1. Introductions2. Background3. Six Degrees of Gender4. GENDER NORMS  5. Connecting to Sex6. Secondary Connections7. Gender Transformative8. Assessment Tools9. Resource Kit

25. Gender Norms 25 Socially-constructed expectations, norms, scripts for male-female behavior, characteristics, and roles Other terms “Femininity Ideology/Masculinity Ideology” “Hegemonic Masculinity” “Hetero-normativity.”

26. Gender Norms 26 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).

27. Gender Norms 27 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 (Nature’s law (crying babies, math) o Inevitable (Boys will be boys) o Universal (everyone is like this) o Timeless ( always been this way). Gender = What society makes out of bodies & sex

28. Binaries: It’s about Power 28 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!

29. Binaries: It’s about Power 29 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

30. Binaries: It’s about Power 30 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

31. Binaries: It’s about Power 31 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)

32. It’s a Guy Thing 32 …But what kind? Boys will be boys!

33. It’s a Guy Thing 33 Strong Dominant Silent Tough Self-reliant Powerful Boisterous Healthy Risk-loving Aggressive Heterosexual! Despise homosexuals Virile Knowledgeable. Attributes of Trad’l Masculinity

34. It’s a Guy Thing 34 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”

35. It’s a Girl Thing 35 Many femininities…

36. It’s a Girl Thing 36 Soft Weaker Submissive Deferential Pretty & thin Maternal Nurturing Emotional, sensitive Heterosexual! Social Quiet Virginal, naïve. Attributes of Trad’l Femininity

37. Gender Norms Change 37 But seem inevitable and totally natural at the time…

38. Gender Norms Are Highly Regulated 38 What are you called when you cross gender lines? Ostracism  Shame  intimidation  Economic Discrimination  Violence Male Female

39. Gender Norms Are Structural 39 Population Council Schools, Agencies, & CBOs create, regulate, reinforce their own gender regimes…  Approach young women as victims, helpless, vulnerable  Reward males for boisterousness (and punish girls)  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….

40. 40 Population Council 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!). Norms Are Structural

41. Norms: The Good, the Bad & The Ugly 41 Strong Aggressive Dominant Tough Loner Two Sides – Not Good provider Protective Women & child first Good in times of danger Independent judgment.

42. Under-Resourced Environments Codes especially narrow Strong peer pressure on “the street” Harsh punishment for transgression Few ways to constructively display masculinity/femininity 42

43. Under-Resourced Environments 43 Throw the ball Have lots of girls Get lots of money “We don’t teach our boys to be men we teach them not be women or homosexual.”

44. 44 1. Introductions2. Background3. Six Degrees of Gender4. Gender Norms5. CONNECT TO SEX  6. Secondary Connections7. Gender Transformative8. Assessment Tools9. Resource Kit

45. Connect to Sex 45 Traditional Masculinity & Femininity are “Gateway Attitudes” Have global effects on sexuality & HIV vulnerability.

46. Connect to Sex 46 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.

47. Connect to Sex: Young Men 47 Beliefs 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 1 st penetrative sex = manhood (penetrative/vaginal the standard).

48. Connect to Sex: Young Men 48 Behavior 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.

49. Connect to Sex: Young Women 49 Beliefs 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.

50. Connect to Sex: Young Women 50 Behavior 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.

51. Connect to HIV Other Areas? Ability to get treatment Cope with burden of infection Care for family member Quality of care. 51

52. 52 1. Introductions2. Background3. Six Degrees of Gender4. Gender Norms5. Connect to Sex6. SECONDARY FACTORS  7. Gender Transformative8. Assessment Tools9. Exercises10. Resource Kit

53. Secondary Connections 53 Tied to gender norms & sexuality Alcohol & Drug Abuse Sexual Coercion, IPV & Girlfriend Abuse Down-low and MSMs.

54. Drugs & Alcohol 54 To look manly (girls to look cool) Lower inhibition Increases power imbalance Negates condom negotiation, planning More sexual risk-taking Injection drugs & HIV.

55. Sexual Coercion/IPV 55 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.

56. Sexual Coercion/IPV 56 Common sexual triggers o Condom negotiation o Safer sex insistence o Sexual refusal o Non-abstinent behavior by female partner Non-physical abuse o Psychological o Economic o Social Exacerbated by alcohol/drug use.

57. Sexual Coercion/IPV 57 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.

58. On the DL 58 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.

59. DL Sexual Impacts 59 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.

60. MSMs 60 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...

61. MSMs 61 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.

62. 62 1. Introductions2. Background3. Six Degrees of Gender4. Gender Norms5. Connect to Sex6. Secondary Factors7. GENDER TRANSFORMATIVE  8. Assessment Tools9. Resource Kit

63. Gender Transformative 63 “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.”

64. Gender Transformative 64 Geeta Gupta 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.

65. Gender Transformative 65 Gender Continuum -- Geeta Gupta/Anne Eckman

66. Gender Exploitative 66  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.

67. Gender Exploitative: Examples 67 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.

68. Gender Neutral 68  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.

69. Gender Neutral: Examples 69 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.

70. Gender Sensitive 70 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.

71. Gender Sensitive: Examples 71  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.

72. Gender “Transforming” 72 Addresses gender imbalances Teach assertiveness, improve negotiation skills Integrated fully into programs, materials, policy.

73. Gender “Transforming” 73 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.

74. Gender Transformative 74 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. 

75. Gender Transformative 75 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.

76. Gender Empowering 76 Aims to equalize power imbalance Address structural inequality Empowers vulnerable to address power imbalance Support each in creating own gender equity vision.

77. Gender Justice 77 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.). 77

78. 78 1. Introductions2. Background3. Six Degrees of Gender4. Gender Norms5. Connect to Sex6. Secondary Factors7. Gender Transformative8. ASSESSMENT TOOLS  9. Resource Kit

79. Organization Assessment Tool 79 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.

80. Staff Assessment Tool 80 Management & Staff understand… 1. Gender concepts and definitions 2. Gender-based power imbalances 3. Culturally-specific gender norms 4. Gender-based violence and IPV 5. Alternative and non-conforming genders + LGBTQ 6. Gender continuum approach Management & Staff are committed to… 7.Being honest about their own gender non-conformity 8.Challenging compulsory heterosexuality & heteronormativity 9.Engaging men as full partners (not villains, bystanders, allies) 10.Engaging women as full clients (not victims or vectors) 11.Challenging systems of gender inequity and power imbalance 12.Challenging gender norms of masculinity, femininity 13.Gender justice & transformation.

81. Program, Policy & Materials Assessment Tool 81 1. Distinguish between sex and gender, and explain gender norms & sex 2. Address impact of both internal & external gender norms 3. Challenge clients to think critically about gender norms 4. Integrate culturally-relevant gender norms throughout (not in isolation) 5. Engage males as co-equals (not villains, bystanders, allies) 6. Engage women as co-equals (not victims, vectors) 7. Gender mainstreams (make women’s concerns integral to all services) 8. Address IPV/GBV with both male & female clients 9. Address labor and power imbalances in safer sex 10. Address substance abuse, gender norms, and unsafe sex 11. Encourage men to have healthy relationships with family, offspring 12. Avoid gender exploitive/stereotypic images, messages 13. Address healthy, pleasurable sex, not just disease prevention 14. Directly challenges homophobia, heteronormativity 15. Include LGBT & gender-nonconforming images, messages 16. Encourage youth to work challenge harmful gender norms in society 17. Address online dimension of gender norms, gender regulation.

82. Program Development Checklist 82

83. Program Synchrnoization 83 IGWG & USAID

84. Client Assessment Tool 84 GEM Scale 1 – Inequitable Gender Norms 1.It is the man who decides what type of sex to have. 2.A woman’s most important role is to take care of her home and cook for her family. 3.Men need sex more than women do. 4.You don’t talk about sex, you just do it. 5.Women who carry condoms on them are “easy”. 6.Changing diapers, giving kids a bath, feeding kids are mothers’ responsibility. 7.It is a woman’s responsibility to avoid getting pregnant. 8.A man should have the final word about decisions in his home. 9.Men are always ready to have sex. 10.There are times when a woman deserves to be beaten. 11.A man needs other women, even if things with his wife are fine. 12.If someone insults me, I defend my reputation, with force if I have to. 13.A woman should tolerate violence in order to keep her family together. 14.I would be outraged if my wife asked me to use a condom. 15.It is okay for a man to hit his wife is she won't have sex with him. 16.I would never have a gay friend. 17.It disgusts me when I see a man acting like a woman. Instituto PROMUNDO

85. Client Assessment Tool 85 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

86. Self Assessment Tool 86 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.

87. 15 Proven Group Exercises 87 1. Create word webs for the “Girl/Woman Box” and “Boy/Man Box” 2. Vote with Your Feet exercise (using GEM scale or other list) 3. One time you were teased, harassed for not being real man/woman 4. A memory of your family treating you one way because of sex 5. A memory of your family treating you one way bec. of gender norms 6.3 ways school treats you differently because you’re a girl/boy 7.How do you feel about stay-at-home dads? About male nurses? 8.How do you/your friends feel about masculine women/feminine men? 9.How do you, your friends/family feel about gay or transgender people? 10.What images do you see in media about masculinity/femininity? 11. Did you ever not get a toy you wanted because of being a boy/girl? 12.What names are boys/girls called for being sexually active or not? 13.Ever been discouraged from a class/job bec. of being man/woman? 14.How are your gender norms different from your grandparents? 15.1 way to challenge friend/family/boy&girlfriend’s gender expectations. Instituto PROMUNDO & Population Council

88. 88 1. Introductions2. Background3. Six Degrees of Gender4. Gender Norms5. Connect to Sex6. Secondary Factors7. Gender Transformative8. Assessment Tools9. Exercises10. RESOURCE KIT 

89. 89 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]

90. Project H 90 Instituto PROMUNDO

91. Integrating Gender into HIV Prog 91 W.H.O.

92. It’s All One 92 Population Council

93. 93 1. Introductions2. Background3. Six Degrees of Gender4. Gender Norms5. Connect to Sex6. Secondary Factors7. Gender Transformative8. Assessment Tools9. Resource Kit SOME CLOSING THOUGHTS 

94. People Pointers 94 Population Council 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.

95. People Pointers 95 Population Council  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.

96. A new frontier 96 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

97. 97 www.truechild.org