Communicating E˜ectively; Communicating Equality Gender Handboo… · 4 Communicating Effectively; Communicating Equality Gender Responsive Communication • Words: use gender neutral

Communicating E�ectively; Communicating Equality

A Handbook on Gender Responsive Communication for all Sta�.

UNDP SOMALIA

2 Communicating Effectively; Communicating Equality

United Nations Development Programme Somalia,UNON, UN Avenue,P. O. Box 28832,Nairobi, Kenya.

Copyright © United Nations Development Programme Somalia 2016

All rights reserved.

Compiled by: Victoria Nwogu and Judith Otieno, UNDP SomaliaCover photo: Bihi Egeh/UNDPPage 25 chart development: Michael KaringaProofreading: Maryanne WachiraDesign: Edited Expression

For electronic copies please visit http://www.so.undp.org/content/somalia/en/home/library/womens_empowerment.html?rightpar_publicationlisting_a_start=0

http://www.so.undp.org/content/somalia/en/home/library/womens_empowerment.html?rightpar_publicationlisting_a_start=0

http://www.so.undp.org/content/somalia/en/home/library/womens_empowerment.html?rightpar_publicationlisting_a_start=0

3A Handbook on Gender Responsive Communication for All Staff

CONTENTS

Preface ............................................................................................................................................................................................................................................................................... 4Gender Responsive Communication Chart ............................................................................................................................................................................................... 5

Introduction ............................................................................................................................................................................................ 6Who is this handbook for? .............................................................................................................................................................................................................................. 6What are the objectives of this handbook? ......................................................................................................................................................................................... 6

How Gender Responsive is your Language? ..................................................................................................................................... 7Find gender sensitive alternatives to these sentences and write them below each sentence: ......................................................................... 7How about titles? ................................................................................................................................................................................................................................................. 7

Principles of Gender Responsive Communication ........................................................................................................................... 81. Ensure that women, men, boys and girls are represented ............................................................................................................................................. 82. Challenge gender stereotypes ...................................................................................................................................................................................................... 103. Avoid Exclusionary Forms ................................................................................................................................................................................................................. 124. Use equal forms of address ............................................................................................................................................................................................................. 135. Create a gender balance ................................................................................................................................................................................................................... 136. Promote gender equality through titles ................................................................................................................................................................................. 14

Development Communication is about Empowerment ...............................................................................................................16Here are a few ideas for communicating empowerment in development contexts: ........................................................................................... 16

Some More Examples of Gender-Responsive Language ............................................................................................................................................................... 18References .................................................................................................................................................................................................................................................................... 21Glossary of Key Gender Terms ......................................................................................................................................................................................................................... 22Chart ................................................................................................................................................................................................................................................................................26


Gender Responsive Communication

• Words: use gender neutral words and include the voices of women, men, girls and boys• Images: avoid using images that reinforce gender stereotypes and ensure balanced represantation

THINK BEFOREYOU SPEAKIs the wordassociated with aspeci�c gender orgender role?

Consider theimpact ofVISUAL Media

Workshops,Seminars andTrainings

Ensure ACTIVE participation of bothWomen and Men!

Think GenderInclusively!

Employ su�cientus of bothWOMEN & MEN asSources & Subjects

To truly be equalwomen and menalike must beseen and heard

Equalrepresentation ofWomen and Men

USEGENDERINCLUSIVENOUNS

Avoid wordsthat reinforcegender rolesand stereotypes

While in ameeting, use theterm CHAIR ratherthan Chairman

PREFACE

Colleagues,

It is my pleasure to introduce this handbook, ‘Communicating Effectively; Communicating Equality – A Handbook on Gender Responsive Communication for All Staff’.

As a country office, we have for the past four years increased our efforts to ensure not only gender responsiveness but also gender transformative potential to the work we do and the way we do it. To be gender responsive requires us to be more keenly aware of our thoughts and actions as development workers so that we rely less on assumptions about traditional and outdated views on the roles of men and women and more on the present realities for women, men, boys and girls. When we are gender responsive, we improve chances that everyone can participate and contribute to make better decisions that will have a transformative impact on social relations and our development work overall.

Language is important in our efforts to be more gender transformative. Language reproduces a person’s thoughts while at the same time shapes the thinking of listeners or readers and influences behaviour. By making women and girls absent or non-apparent in words like ‘mankind’ for example, society will perceive them as possessing less value than men. The same goes for words like ‘mother tongue’ which not only exclude men but

create the impression that the duty to determine the original language of a person falls only to women or mothers. From these examples, we can see gender sensitivity requires not only intellectual effort but also sensitivity and open-mindedness in the use of language.

UNDP Somalia pursues gender equality and women’s empowerment through gender-specific programming and gender mainstreaming in all our programmes and operations. Upholding gender equal values is core to achieving our mandate of peace, stability and development in Somalia. This handbook on gender responsive communication is therefore one of the steps we have undertaken to ensure that our beliefs and commitments are reflected in our language and other forms of communication irrespective of the medium or technology we use.

I would like to thank the Gender Unit for designing this handbook and encourage everyone to take advantage of it to elevate our communication to match our status as a ‘High Silver’ office on the Gender Seal.

George Conway Country DirectorUNDP Somalia


Gender Responsive Communication

• Words: use gender neutral words and include the voices of women, men, girls and boys• Images: avoid using images that reinforce gender stereotypes and ensure balanced represantation

THINK BEFOREYOU SPEAKIs the wordassociated with aspeci�c gender orgender role?

Consider theimpact ofVISUAL Media

Workshops,Seminars andTrainings

Ensure ACTIVE participation of bothWomen and Men!

Think GenderInclusively!

Employ su�cientus of bothWOMEN & MEN asSources & Subjects

To truly be equalwomen and menalike must beseen and heard

Equalrepresentation ofWomen and Men

USEGENDERINCLUSIVENOUNS

Avoid wordsthat reinforcegender rolesand stereotypes

While in ameeting, use theterm CHAIR ratherthan Chairman


INTRODUC TION

To be truly equal, women and men must be seen and

heard to be equal.

As part of its efforts to promote sustainable and equitable development in Somalia, UNDP Somalia on a fairly frequent basis produces or supports the production of project/programme documents, research, policy documents, promotional materials, social media content, video/radio materials, photo releases and press releases that target a wide audience. These are all part of UNDP’s efforts to be visible and to promote transparency in our work.

Our core work is driven by the human rights approach which also ensures gender equality in the Country Office and in Somalia as a whole. The way we communicate and the messages we convey can have a profound impact on people’s attitudes and perceptions of our work and its impact. Therefore, we are mandated to ensure that our beliefs and commitments are reflected in our communication through adhering to a core set of principles.

The basic ingredients in any communication are pictures and words.

Words are dynamic; they reflect or reinforce our beliefs and can make an impact on the hearers or readers in ways we never imagined. Our choice of words can have consequences and bring a difference to the way issues are understood in any context. Language is dynamic and not neutral.

Pictures speak louder than a thousand words. Images help to reinforce what we read; they hold our attention, and they help us learn by explaining concepts or illustrating assertions. Pictures can often inspire.


INTRODUC TION

Who is this handbook for?This handbook is designed for all staff of UNDP Somalia.

Whether we work in communications and knowledge management or not; whether we are gender focal points or not; whether we regularly speak on behalf of the organization or not, the nature of our work means that we all constantly communicate with each other and with various audiences.

As an organization that holds gender equality central to our work, we have to choose the words and images we use to communicate very carefully.

What are the objectives of this handbook?This handbook will:

• Help us to better understand the power of the words and images we use in our communications;• Help us understand language and communication methods that promote or reinforce gender inequality and avoid them;• Provide guidance for inclusive language for written communication as well as visual and audio materials.


HOW GENDER RESPONSIVE IS YOUR LANGUAGE?

Before we proceed, let us try out this quick and easy exercise to check our language.

Find gender sensitive alternatives to these sentences and write them below each sentence:

1. Social Good Summit attendees and their wives are invited. ___________________________________________________________________________________________________

2. John and Mary both have full time jobs; he helps her with the housework. ___________________________________________________________________________________________________ 3. The average construction worker is experiencing impacts on his health due to hazardous working conditions by the age of 35

years.

___________________________________________________________________________________________________

4. The policy manual states that the Deputy Resident Representative attends every Project Appraisal Committee meeting at his Country Office.

___________________________________________________________________________________________________

___________________________________________________________________________________________________


5. Each employee will do better if he has a voice in the decision.

___________________________________________________________________________________________________

6. Dear mothers, please ensure that your children wash their hands after using the bathroom.

___________________________________________________________________________________________________

How about titles?

Miss, Mrs.

Men and ladies

Man and wife

Ed Schmidt and his wife Janet

Mrs. Ed Schmidt

That was quick and easy, wasn’t it? Now let’s look at the key principles of Gender Sensitive Communications in the next chapter.


PRINCIPLES

Principles of Gender Responsive Communication

The Strategic Plan 2014 – 2017 underlines UNDP’s commitment to advancing gender equality and women’s empowerment. It recognizes that ‘sustainable human development will not be fully achieved unless women and girls are able to contribute on an equal basis with men and boys to their societies’. This means that all UNDP efforts will take into consideration the concerns and experiences of men, women, girls and boys in the design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres so that women, men, girls and boys benefit equally and inequality is not perpetuated.

All UNDP communications must portray women and girls, men and boys equally and fairly. By doing this, UNDP aims to transform attitudes and behaviours related to gender inequality and the exclusion of women.

As UNDP personnel and development professionals, it is paramount to examine our messages to reduce or eliminate content that silences, stereotypes, or constrains others.

There are six key principles to remember in all communications: • Ensurethatwomen,men,boysandgirlsarerepresented • Challengegenderstereotypes • Avoidexclusionaryforms • Useequalformsofaddress • Createagenderbalance • Promotegenderequalitythroughtitles


PRINCIPLES

1. Ensure that women, men, boys and girls are represented

Partners and beneficiaries of UNDP’s development support include women, men, boys and girls. They all should be seen and heard and treated equally in all our communication products. It is often the case that women and girls – or their voices – are less or not represented at all in important policy documents and high-level statements.

It may not be possible to have an equal number of women, men, girls and boys in every photograph, illustration, cartoon or video segment, but it is important that in the total presentation in these media the presence of women and girls in the society be demonstrated as balanced and not as exceptional or sporadic. Generally, women and girls should be portrayed as equal and active participants in all aspects of life: at work, home, or at play.

Whether you work in GROL, PREP, HIV or CD, in addition to your central message related to your sector, you could easily contribute to gender equality through your communication without extra effort. As you prepare your programme documents, agreements, reports, speeches, web content, photographs, press releases or articles, please think about these key questions:

• Are women, men, girls and boys sources of your report, analysis, and reviews?

• Are there opportunities to engage a balanced representation of gender as experts and achievers in your products?

• Have you interviewed women, men, girls and boys as commentators for your quote in a press release or an article?

• Have you chosen photographs that have women, men, boys and girls in them?

• Have you avoided portraying women, men, girls and boys in stereotypical occupations or associated with certain characteristics?

• Does your publication include gender analysis of sex-disaggregated data, where available?


Image portraying women and men as equal and active participants Images portraying women and men as unequal participants

PRINCIPLES

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PRINCIPLES

2. Challenge gender stereotypes

The words we use are not only shaped by but also often reinforce gender stereotypes and assumptions about women, men, girls and boys. As our communication plays an important role in forming or changing perceptions about people in any given context, it is crucial to promote stereotype-free communication through the words and images we use.

We promote stereotypes and biases in our communication when we associate certain qualities or behaviour with women or men only, or when we link women and men with certain professions. For example:

• When we constantly portray the primary role of women as mothers, wives, carers, housekeepers and men as professionals and business executives;

• When we portray women as irrational, weak and soft and men as strong, confident and independent; • When we associate women with the informal sector and small businesses, and men with large corporations.

We can challenge stereotypes by:• Presenting women’s and girls’ voices/images in traditionally male-dominated roles and vice versa;• Not represent certain vocations or roles as only appropriate for, or held by, women or men. For example, representing

women as only nurses and men as doctors;• Avoid using phrases that stereotype women’s or men’s behaviour or thought processes. For example, men are admired for

their accomplishments and women for their physical attributes; or women are passive and men are active.• Identify and eliminate context-specific stereotypes that may disempower local people/cultures. For example, the word

‘native’ in Kenya has a negative connotation linked to colonial times of exploitation and disempowerment.


PRINCIPLES

Some examples:

Gender Biased Language Gender Responsive Language

Social Good Summit attendees and their wives are invited. Social Good Summit attendees and their partners are invited.

John and Mary both have full time jobs; he helps her with the housework.

John and Mary both have full time jobs; they share the housework.

Research scientists often neglect their wives and children. Research scientists often neglect their families.

The average construction worker is experiencing impacts on his health due to hazardous working conditions by the age of 35 years.

Recent research revealed that construction workers are experiencing impacts on their health due to hazardous working conditions by the age of 35 years.

The policy manual states that the Deputy Resident Representative attends every Project Appraisal Committee meeting at his Country Office.

The policy manual states that the Deputy Resident Representative attends every Project Appraisal Committee meeting at the Country Office.


PRINCIPLES

Stereotypical image of women Stereotypical image of men

©Oskar Lehner/UNDP ©Oskar Lehner/UNDP


PRINCIPLES

3. Avoid exclusionary forms

Our word choices often reflect unconscious assumptions about values, gender roles and the abilities of women and men. Gendered language is still commonplace in both the workplace and everyday life. Speakers and writers have used many masculine nouns and pronouns to refer to both sexes. Many readers do not understand the word ‘man’ to be synonymous with ‘people’. As more and more women appear in the public realm, using language that ‘erases’ or misrepresents women and contributes to gender inequality is not acceptable.

For example, when speaking about a Resident Coordinator or Company Director, many colleagues automatically use the male form ‘he’ not knowing if the person is a woman or a man. This kind of expression is exclusionary as it may be strictly interpreted to exclude women. To be inclusive, use ‘he and she’, or use the plural ‘they’ to avoid using any gendered pronouns.

Some examples:


Each employee will do better if he has a voice in the decision. Employees will do better if they have a voice in the decision.

Listen to the employee as he uses his short, simple sentences to communicate.

Listen to the employee who is using short, simple sentences to communicate

The employer will address the situation when he is ready. The employer will address the situation when ready.

Everyone must do his part. Everyone must do their part.


PRINCIPLES

Exclusionary language Inclusive language

Dear mothers, please ensure that your children wash their hands after

using the bathroom.

Dear families, please ensure that your children wash their hands

after using the bathroom.

This project aims at building the entrepreneurial capacities of

women and men in the district. Outputs will include business

training for salesmen and owners of small enterprises.

This project aims at building the entrepreneurial capacities of

women and men in the district. Outputs will include business training for salespeople and owners of small enterprises.


PRINCIPLES

4. Use equal forms of address

We often address women by their marital status or as someone’s partner, wife, widow or mother instead of an individual in their own right. These forms of address create an imbalance in who is deemed important in public life.

The word ‘lady/ladies’ is commonly used in Somalia to refer to women. The word originated from old England as a respectful way of addressing a woman who is the counterpart (or partner) of a gentleman. A lady was typically the wife of a lord or a noble man. ‘Lady’ is not a bad word. However, its use should be limited to social gatherings and not a formal or professional environment where women are present in their own rights and not as an accompaniment to men.

The word ‘girl/girls’ is also in common usage in Somalia for describing women. The problem with the use of this word to address a woman in a formal setting is obvious. A ‘girl’ is a person of the feminine sex that is under 18 years of age. A ‘woman’ is defined as ‘an adult female person’.1

Another problematic word is ‘female’. When we disaggregate data, we tend to express the outcome using males and females. However, the words ‘male’ and ‘female’ are purely biological and therefore refer to reproductive functions or ability. When disaggregating data please use the following format: (#W; #M) or (#Women; #Men).

We should avoid referring to women from the perspective of their roles or relationships to other people unless it is absolutely necessary or unless it is their choice to be addressed in that way. For example, if a woman refers to herself as ‘Mrs.’, or adopts her husband’s name in correspondence, it is important to respect this choice and subsequently refer to her with the name of her choosing.

1 Webster’s Dictionary


PRINCIPLES

Some examples:


Miss, Mrs. Ms.

Men and ladies Men and women / women and men

Male and female Men and women / women and men

Man and wife Wife and husband / husband and wife

Ed Schmidt and his wife Janet Mr. and Ms. Schmidt / Ms. and Mr. Schmidt

Mrs. Ed Schmidt Janet Schmidt, Ms. Janet Schmidt


5. Create a gender balance

Generics are nouns and pronouns intended to be used for both women and men. These generic terms can be neutral or have gender implications. It is important to be mindful of them. For example, the terms ‘mother tongue’ or ‘mankind’ describe concepts that are assumed to encompass men and women but both terms evidently call up images of stereotyped roles for women (nurturer) and men (leader of the human race). To ensure gender balance and inclusive language, it is best to avoid generics that tend to one gender.

On the other hand, generics can be useful for addressing groups of people in a neutral way. The way we order words can give the impression that one sex is superior to the other, or that the latter sex is an afterthought. For example, using the phrases ‘men and women’, or ‘ladies and gentlemen’ may give this impression. Instead, it is better to address groups of people with generic terms like colleagues, audience, team or members of the delegation. Such words eliminate gender bias.

Some examples:


Fatherland Homeland

Mother tongue First language

Man’s search for knowledge has led him to impressive scientific discovery.

The search for knowledge has led us to impressive scientific discovery.

Or:

People have continually sought knowledge. This has led to improved scientific discovery.

Mankind Humanity, human beings, people

PRINCIPLES


6. Promote gender equality through titles

Titles for people and occupations often reflect inequitable assumptions about males and females; gender-responsive language promotes more inclusive and equitable representations for both sexes.

Referring to a woman as a career woman instead of a professional, or to a server as a waitress, can worsen inequality as women are not perceived as equal to men. Additionally, feminine suffixes such as –ess or –ette can also reinforce the notion that women are subordinate, or doing a different job to men. For example, instead of using ‘actress’ or ‘stewardess’ for women professionals, it is better to use the generic terms (actor or flight attendant) to avoid promoting gender inequality.

Some examples:


Salesman / saleswoman Sales clerk; sales person; sales representative

Career woman Professional; executive; business person

Stewardess; waitress Flight attendant; waiter / server

Male nurse Nurse

Congressman Member of Congress

Spokesman Spokesperson

PRINCIPLES


Facilitators

PRINCIPLES

Gender unequal titles

Policemen

Gender equal titles

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Development Communication is about Empowerment

The term ‘empowerment’ can be defined as “the capacity of individuals, groups and/or communities to take control of their circumstances, exercise power and achieve their own goals, and the process by which, individually and collectively, they are able to help themselves and others to maximize the quality of their lives.”2

Empowerment is one of the key strategies by which UNDP delivers on its mandate of promoting sustainable human development.3 We have learnt in the previous chapter how the words or images we choose to communicate with can convey discriminatory, demeaning or biased meanings regardless of whether we intended it that way or not. Misinterpretation of our communication can therefore hinder efforts to increase women’s empowerment, and is not in accordance with UNDP’s goals.

Communicating our work, be it informing stakeholders of project results or proposing new investment areas for donors, must include a conscious effort to make sure the perspectives of women, men, girls and boys are integrated. This also means an active attempt should be made to represent groups that have been traditionally marginalized or stereotyped in empowering situations.

Additionally, we must not overlook issues that are peculiar to specific local communities, the power of the beneficiaries in the context to speak for themselves and make their own decisions, and the approaches to diversity and to people’s freedom and control over their lives. This is especially important in relation to women and girls as often their voices may not be heard if specific effort is not made to include them.

2 Adams, Robert. Empowerment, participation and social work. New York: Palgrave Macmillan, 2008, p.xvi3 UNDP Strategic Plan (2014 – 2017), pps.4 & 10

DEVELOPMENT COMMUNICATION


The focus should be on communicating an empowering message.Here are a few ideas for communicating empowerment in development contexts:

Do’s Don’ts

Give voice to the beneficiaries’ needs, wishes, dreams; focus on shared human values. 3rd party voicing beneficiaries’ needs.

Represent empowerment. Discuss how people everywhere have the power to pursue their own development. Represent powerlessness.

Focus on concrete problems. Focus on general ideas.

Discuss solutions beyond the financial resources needed. Make it all about the money.

Show how inputs will/could lead to sustainable results. Focus on immediate ‘relief’.

Depict positive emotions. Depict pity/feel bad messages.

Offer a serious/comprehensive diagnosis of the environment/context. Refer to remote contexts where people are helpless.

Disaggregate data by sex (#W; #M) Present gender blind data




Some More Examples of Gender-Responsive Language4

1. Occupational references

Biased Bias-Free

Businessman Business executive, entrepreneur

Career girl, career woman Professional, manager, executive

Cleaning lady Cleaner

Delivery boy Courier, messenger

Foreman Supervisor

Girl Friday Clerk, office assistant, receptionist

Insurance man Insurance agent

Landlady, landlord Proprietor, building manager

Mailman Mail carrier, letter carrier

Newsman Journalist, reporter

Policeman Police officer

Repairman Repairer, technician

4 UNDP Uganda: Gender Sensitive Communication Guidelines



Biased Bias-Free

Saleslady, salesman Sales clerk, sales representative, sales agent

Serviceman Service representative

Steward, stewardess Flight attendant

Waitress Waiter, server

Workman Worker

2. Role references

Biased Bias-Free

Alumni Graduates

Chairman, chairwoman Chair, chairperson

Committee man, committee woman Committee member

Corporate wife Corporate spouse

Faculty wife Faculty spouse

Freshman First-year student

Front man Front, figurehead

Hostess Host

Housewife, househusband Homemaker



Biased Bias-Free

Middleman Go-between

Man and wife Husband and wife

Ombudsman Trouble-shooter

Self-made man Self-made person, entrepreneur

Spokesman Spokesperson, representative

3. Group references

Biased Bias-Free

Brotherhood Kinship, community

Common man Common person, average person

Countryman Compatriot

Fatherland Homeland

Fellowship Camaraderie

Forefathers Ancestors, forebears

Fraternal Warm, intimate

Frenchmen The French



Biased Bias-Free

Man, mankind Humankind, humanity, humans

Mother tongue First language

Rise of man Rise of civilization

Thinking man Thinking person, thinker, intellectual

Working man, working woman Wage earner, taxpayer

4. Other stereotypes

Biased Bias-Free

King-size Jumbo, gigantic

Kingmaker Power behind the throne

Lady Woman

Ladylike Courteous, cultured

Like a man Resolutely, bravely

Maiden name Birth name

Maiden voyage First voyage

Man (verb) Staff, run

Man enough Strong enough



Biased Bias-Free

Manhood Adulthood

Manly Strong, mature

Manpower Human resources

Master (noun) Owner, expert, chief, superior

Master (verb) Learn, succeed at, overcome

Master (adj) Expert, gifted, accomplished

Master of ceremonies Host, moderator, convenor

Masterful Skilled, authoritative, commanding

Mastermind (noun) Genius, creator, instigator

Mastermind (verb) Oversee, launch, originate

Masterpiece Work of genius, chef-d’oeuvre

Master plan Comprehensive plan, vision

Masterstroke Trump card, stroke of genius

Man made Artificial, synthetic, machine-made

Man of action Dynamo



Biased Bias-Free

Man of letters Scholar, writer, literary figure

5. Turns of Phrase

Biased Bias-Free

All men are created equal We are all created equal

Be his own boss Be one’s own person

Best man for the job Best person for the job

Boys will be boys Children will be children

Everybody and his brother Everybody and their cousins

Every man for himself Everyone for themselves

A man’s home is his castle Your home is your castle

Every schoolboy knows Every school child knows

Gentleman’s agreement Honourable/informal agreement

No-man’s-land Limbo, unclaimed territory

To a man To a person, without exception



1. Baden S, Oxaal Z (1997). Gender and Empowerment: Definitions, Approaches and Implications for Policy. http://www.bridge.ids.ac.uk/sites/bridge.ids.ac.uk/files/reports/re40c.pdf

2. University of California (2012). “Women” versus “girls”: what’s appropriate? http://femlegaltheory.blogspot.com/2012/11/women-versus-girls-whats-appropriate.html

3. Hochschule Reutlingen, Reutlingen University, Guidelines for using gender-sensitive language in communication, research and administration. https://www.reutlingen-university.de/uploads/media/Guidelines_for_using_gender-sensitive_language.pdf

4. Johnson J L, Greaves L, and Repta R (2007). Better science with sex and gender: A primer for health research. Vancouver, BC, Canada: Women’s Health Research Network.

5. Lakoff, Robin. Language and Woman’s Place (New York, Harper & Row, 1975). ISBN 0-19-516757-0.

6. UNDP (2007). Gender Mainstreaming Training Manual. http://www.undp.org/content/dam/undp/library/Environment%20and%20Energy/Sustainable%20Energy/Gender_Mainstreaming_Training_Manual_2007.pdf

7. UNDP Gender Seal, Principles of Gender-Sensitive Communication

REFERENCES

http://www.bridge.ids.ac.uk/sites/bridge.ids.ac.uk/files/reports/re40c.pdf

http://www.bridge.ids.ac.uk/sites/bridge.ids.ac.uk/files/reports/re40c.pdf

http://femlegaltheory.blogspot.com/2012/11/women-versus-girls-whats-appropriate.html

http://femlegaltheory.blogspot.com/2012/11/women-versus-girls-whats-appropriate.html

https://en.wikipedia.org/wiki/Special:BookSources/0195167570

http://www.undp.org/content/dam/undp/library/Environment%20and%20Energy/Sustainable%20Energy/Gender_Mainstreaming_Training_Manual_2007.pdf

http://www.undp.org/content/dam/undp/library/Environment%20and%20Energy/Sustainable%20Energy/Gender_Mainstreaming_Training_Manual_2007.pdf


Glossary of Key Gender Terms

Discrimination “Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field.”5

Gender “Refers to the social attributes and opportunities associated with being male and female and the relationships between women and men and girls and boys, as well as the relations between women and those between men. These attributes, opportunities and relationships are socially constructed and are learned through socialization processes. They are context/time-specific and changeable. Gender determines what is expected, allowed and valued in a woman or a man in a given context. In most societies there are differences and inequalities between women and men in responsibilities assigned, activities undertaken, access to and control over resources, as well as decision-making opportunities. Gender is part of the broader socio-cultural context. Other important criteria for socio-cultural analysis include class, race, poverty level, ethnic group and age.”6

Gender Equality “Refers to the equal rights, responsibilities and opportunities of women, men, girls and boys. Equality does not mean that women and men will become the same but that women’s and men’s rights, responsibilities and opportunities will not depend on whether

5 CEDAW, Article 1, ‘discrimination against women’6 OSAGI, 2001,‘Gender Mainstreaming: Strategy for Promoting Gender Equality Document’

GLOSSARY


they are born male or female. Gender equality implies that the interests, needs and priorities of both women and men are taken into consideration—recognizing the diversity of different groups of women and men. Gender equality is not a ‘women’s issue’ but should concern and fully engage men as well as women. Equality between women and men is seen both as a human rights issue and as a precondition for, and indicator of, sustainable people-centered development.”7

Gender Equity “Fairness of treatment for women and men, according to their respective needs. This may include equal treatment that is different but which is considered equivalent in terms of rights, benefits, obligations and opportunities. In the development context, a gender equity goal often requires built-in measures to compensate for the historical and social disadvantages of women.8

Gender Analysis “Refers to the variety of methods used to understand the relationships between men and women, their access to resources, their activities, and the constraints they face relative to each other. Gender analysis provides information that recognizes that gender, and its relationship with race, ethnicity, culture, class, age, disability, and/or other status, is important in understanding the different patterns of involvement, behaviour and activities that women and men have in economic, social and legal structures.”9

7 OSAGI, 2001,‘Gender Mainstreaming: Strategy for Promoting Gender Equality Document’ 8 International Fund for Agricultural Development, 2001. http://www.ifad.org/gender/glossary.htm and Office of the Special Adviser on Gender Issues and Advance-ment of Women (OSAGI) United Nations9 http://www.international.gc.ca/development-developpement/priorities-priorites/ge-es/gender_analysis-analyse_comparative.aspx?lang=eng

GLOSSARY


Gender AwarenessAn understanding that there are socially determined differences between women and men based on learned behaviour, which affects access to and control of resources. This awareness needs to be applied through gender analysis into projects, programmes and policies.

Gender-based Violence (GBV)“…any harmful act that is perpetrated against a person’s will and that is based on socially associated differences between males and females. As such violence is based on socially ascribed differences, gender-based violence includes but is not limited to sexual violence. While women and girls of all ages make up the majority of the victims, men and boys are also both direct and indirect victims. It is clear that the effects of such violence are both physical and psychological, and have long term detrimental consequences for both the survivors and their communities.”10

Gender-blindA failure to recognize that gender is an essential determinant of social outcomes impacting on projects and policies. A gender-blind approach assumes gender is not an influencing factor in projects, programmes or policies.

Gender Mainstreaming “... the process of assessing the implication for women and men of any planned action, including legislation, policies or programmes in all areas and at all levels. It is a strategy for making women’s as well as men’s concerns and experiences an integral dimension of the

10 ECOSOC Humanitarian Affairs Segment, 2006, ‘Addressing Gender-based violence in Humanitarian Emergencies, ’‘Gender–based violence and the role of the UN and its Member States’ [www.un.org/docs/ecosoc/meetings/2006/docs/Presentation%20Mr.%20Michel.pdf ].

GLOSSARY


design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres so that women and men benefit equally and inequality is not perpetuated. The ultimate goal is to achieve gender equality.”11

Gender Parity “…equal numbers of men and women at all levels of the organization. It must include significant participation of both men and women particularly at senior levels. Gender parity is one of several integrated mechanisms for improving organizational effectiveness.”12

Gender Responsiveness“Creating an environment… that reflects an understanding of the realities of women’s lives and addresses the issues of the women.”13

Gender Roles“The social norms, or rules and standards that dictate different interests, responsibilities, opportunities, limitations, and behaviours for men and women”. Gender roles structure the various “parts” that individuals play throughout their lives, impacting aspects of daily life from choice of clothing to occupation. Informally, by virtue of living in a social world, individuals learn the appropriate or expected behaviour for their gender. While individuals can accept or resist traditional gender roles in their own presentation of self, gender roles are a powerful means of social organization that impact many aspects of society.”14

11 ECOSOC, 1997, ‘Report of the Economic and Social Council for 1997’,A/52/3, chapter IV, ‘Special Session on Gender Mainstreaming’. 12 UNDP Gender Parity Report 2007. 13 Bloom, Owen & Covington. Gender Responsive Strategies; National Institute of Corrections and US Department of Justice, June, 200314 Johnson, J. L., Greaves, L., & Repta, R. (2007). Better science with sex and gender: A primer for health research. Vancouver, BC, Canada: Women’s Health Research Network.

GLOSSARY


Gender Sensitivity“Understanding and consideration of socio-cultural factors underlying sex-based discrimination. The term also applies to attitudes that socialize girls and boys into certain behaviours or opportunities, for example, pushing boys to play sports or not expecting girls to do well at sports. Gender-sensitive planning uses specific methods and tools to provide women and girls more opportunities for their participation in the development process and to measure the impact of planned activities on women and men.15

Gender Equality SealThe UNDP Gender Equality Seal is a corporate certification process that recognizes the good performance of UNDP Country Offices in delivering transformational gender equality results. It is a tool for empowering managers and accelerating changes needed to support countries’ gender equality goals. The Gender Equality Seal establishes minimum acceptable quality standards; country offices are certified based on a review of their gender equality accomplishments. Certifications are bronze, silver or gold levels.

The Seal is also a learning platform that supports innovative thinking on gender mainstreaming. Unlike the usual “gender audit” or “gender evaluation”, the Seal process creates an inclusive and open space for free thinking and stimulates out-of-the-box thinking.

Sex“Refers to the biological characteristics that categorize someone as either female or male. The biological construct encapsulates the anatomical, physiological, genetic, and hormonal variation that exists in species. It is an ascribed status because a person is born with it.”16

15 UNDP - United Nations Development Programme http://www.undp.org/)16 Gender Mainstreaming Learning & Information Packs prepared by the United Nations Development

GLOSSARY


Sex-disaggregated DataFor a gender analysis, all data should be separated by sex in order to allow differential impacts on men and women to be measured.

Violence Against Women“…any act of violence that results in, or is likely to result in physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life.”17

Women EmpowermentA ‘bottom-up’ process of transforming gender power relations through individuals or groups developing awareness of women’s subordination and building their capacity to challenge it.18

Women’s Rights “The human rights of women and of the girl child are an inalienable, integral and indivisible part of universal human rights. The full and equal participation of women in political, civil, economic, social and cultural life at the national, regional and international levels, and the eradication of all forms of discrimination on grounds of sex are priority objectives of the international community.”19

17 DEVAW, Article 1. 18 Baden S,Oxaal Z (1997). Gender and Empowerment: Definitions, Approaches and Implications for Policy. http://www.academicjournals.org/journal/IJSA/article-full-text-pdf/2E3139041397 19 UN Secretariat, Inter-agency Task Force on the Implementation of the International Conference on Population and Development’s Programme of Action, ‘Guide-lines on Women’s Empowerment’ [www.un.org/popin/unfpa/taskforce/guide/iatfwemp.gdl.html].

GLOSSARY

http://www.academicjournals.org/journal/IJSA/article-full-text-pdf/2E3139041397

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