Adolescent Boys and Young Men: Engaging Them as Supporters of Gender Equality and Health and Understanding Their Vulnerabilities
“Far too many boys approach adolescence having experienced violence, witnessed violence, dropped out of school, had risky sex, or practiced other risk-taking behaviors because they believe that they must do so to be seen by their peers and their communities as “real men.” This has real and long-lasting impacts on the lives of women and girls and inhibits the creation of respectful and equal relationships.”
White Ribbon New Zealand has recently developed Start With Respect, a new resource for young men that gives tips on how to start a respectful relationship with women.
It is available from http://whiteribbon.org.nz/2016/02/14/start-with-respect/
This is a free, public resource and can be used in many different settings - please distribute it out and use it to prevent sexual violence and promote positive male behaviour.
Is a lack of ‘male role models’ the source of the problems faced - and caused - by young men today? Does involving more men in boys’ care and welfare make a difference? How much do we actually know about the importance of gender in work with young men?
Engendering Men: A Collaborative Review of Evidence on Men and Boys in Social Change and Gender Equality
A look at how men’s education is portrayed in the World Development Report 2012 on Gender and Equality, and where it fails
The World Development Report (WDR) 2012 has recently been released, documenting the state of Gender Equality and Development around the world. The WDR is a yearly report documenting the state of development around the world, and it put out by the World Bank (WB). The report attempts to tackle a vast array of topics and attempts to address the state of gender equality around the globe.
In 2006, the Rogers Park Young Womens Action Team (YWAT) launched a campaign to engage young men as allies in addressing violence against girls. The YWAT, a youth-led and adult-supported social change project, conducted a participatory action research project that included the creation of a film called Real Talk (in collaboration with Beyondmedia Education), survey research, and a set of popular education workshops. In addition, the YWAT organized and implemented a two-day train the trainer workshop for fifteen young men ages 14-22 in November 2007.
'Because I am a Girl: The State of the World’s Girls 2011 - So, what about boys?' is the fifth in a series of annual reports published by Plan examining the rights of girls throughout their childhood, adolescence and as young women.
The report shows that far from being an issue just for women and girls, gender is also about boys and men, and that this needs to be better understood if we are going to have a positive impact on societies and economies.
Boys’ and young men’s lives are shaped by powerful social and sexual relations, which limit their ability to form healthy relationships and to nurture their own and their sexual partners’ sexual and reproductive health. Typical social constructions of manhood and masculine sexuality inform males’ risk-taking behaviour, constrain their access to health services and thwart health promotion efforts. Such constructions increase the likelihood of boys’ and men’s participation in unplanned pregnancy, disease transmission, and sexual violence.
This paper outlines key aspects of the current ordering of young men’s sociosexual lives. I focus on practices, discourses and relations of gender and sexuality among boys and young men which shape their sexual behaviour, social interactions and sexual relationships. These patterns influence boys’ and young men’s involvements in a range of health issues, including contraception and pregnancy, bodily health, unsafe sex and disease transmission, violence, and sexual and familial relationships more broadly. Therefore, in order to understand both health-related behaviour and the possibilities for health promotion among young men, it is crucial to ‘map’ their social and sexual relations. It is to this exercise that I now turn, beginning with a brief explanation of the terms I use.
[This is a modified version of a blog post, which I welcome you to comment at *here*. I hope it works fine here as a story.]