A short slideshow discussing the benefits of working on gender equitability earlier in a boy's life, before becoming a man.
Gender equality has long been synonymous with women and their struggle for economic independence, equal pay, and equal power. It has also been a key principle in eliminating oppression and violence.
However, gender equality is about both men and women. Men spend less time together with their own children, are more prone to accidents, are over-represented in crime statistics, and drop out more often from upper secondary education. These examples indicate that men would have much to gain from true gender equality. Men are under-represented in the teaching professions in preschools and schools, in nursing and children's social services. At the same time, men still sit in the majority of positions of power in society and they still make more money than women. It is mainly men who are the perpetrators of domestic violence.
In recent years there have been positive changes in the role of males in society. It has been almost 20 years since the Committee on Male Roles in 1991 presented its recommendations. The Committee on Male Roles pointed out the following goals: the reallocation of power between women and men, more time for fathers to care for their own children both before and after a family breakup, reduced gender differences in choice of education and training and the prevention of men's violence against women; all of these were to be central goals for the future work towards gender equality. In several areas the development in the period has been positive. In particular, there is reason to look at the development in the home, and the increased contact between fathers and their children. In other areas, however, the development has been stagnant or negative. While women have entered previous male arenas in the working life, there has not been any increase in employment of men in the health and care giving sectors. In the education sector men constitute a smaller group today than 15 years ago. Consequently, there is reason to reiterate the goals stated by the committee.
ISSUE: Four Latin American NGOs have collaborated with PROMUNDO Institute (Rio de Janeiro, Brazil) since 1998 to call greater attention to the needs and realities of young men ages 15-24 in sexual and reproductive health, HIV/AIDS and gender violence prevention, and to engage them in HIV/AIDS prevention.
Emerging programme approaches hold promise in changing gender norms and behaviours among boys and young men, according to this four-page piece from YouthNet, published in 2005.
Assumptions are often made about the health and development of adolescent boys: that they are faring well, and supposedly have fewer health needs and developmental risks compared to adolescent girls; and that adolescent boys are disruptive, aggressive and ìhard to work withi. This last statement focuses on specific aspects of boysí behaviour and development - such as violence and delinquency - criticizing and sometimes criminalizing their behaviour without adequately understanding the reasons behind it.
To improve the lives of women and girls in our society, men’s and boys’ lives must change as well. For over three decades, the mission of the Ms. Foundation for Women has been to support the efforts of women and girls to govern their own lives and influence the world around them. This work has been done with the awareness that the lives and futures of women and girls are interwoven with those of men and boys, and that the gender order in our society has harmful effects on all members of the human community.
The aim of the study was to investigate how systemic factors affect the educational performance and outcomes of boys and how these can be addressed in the school context. These systemic factors include family, school and community environments, peer culture, student-teacher relationships, and teacher classroom practices. The research seeks to understand how these variables affect the educational experiences and achievement of boys and girls from different socio-economic status (SES) backgrounds and to determine which school and classroom strategies ensure the best academic and social outcomes for all students.
There was another post made here a couple of weeks or so ago that a good friend noted was potentially transphobic, or, at least, not very welcoming of trans visitors to my blog. I agreed with her and pulled the post. I revised it so much it became something else. What follows is that something else. (I sometimes use the word "they" or "them" as synonymous with "she/he/neither" and "her/him/neither", respectively.)
What can be done to change the social norms that drive the behaviors of men and boys that leave girls vulnerable? The vulnerabilities and disadvantages that girls face emerge directly out of social constructions of gender – identities, attributes, socially expected roles and the social structures set up to enforce those roles. … In bringing men and boys into the question, we want to make it clear that this is not to propose an either-or argument, of whether we should devote more time and resources to engaging men and boys in redressing gender inequalities versus working directly with girls to protect and empower them. Both must happen.