Helpdesk Research Report: Changing Attitudes and Behaviours in Relation to Gender Equality

Written in response to request to provide a "review of the literature on awareness/behaviour change strategies aimed at achieving greater gender equality, highlighting evidence of impact," this document gives an overview and information on: the role of religion, religious leaders, and institutions; media, social campaigns and community-level processes; and initiatives focusing on men and boys, as well as a list of additional resources.

As stated here, much of the literature focuses on "health initiatives, particularly sexual and reproductive health, which is considered to be influenced by gender norms and gender relations. There is very limited literature and evidence on the effectiveness of such strategies and initiatives in relation to the Pacific [the region from which the query originated]. As such, the report focuses primarily on other areas of the developing world: Africa, Latin America and Asia."

The following are communication-related issues and strategies listed by section topic in the document:

• Religion, religious leaders, and institutions
  • Limited research "looks at the role of religion and religious institutions in promoting issues of gender equality, and none of the literature surveyed focused on the role of the church as a key influencer. Various research on promoting awareness and behaviour change in relation to gender equality emphasize the importance of involving religious leaders in order to secure buy-in for programmes and their aims and to increase the reach of such initiatives."
  • Sexual ethics, linked to broader gender relations and beliefs about HIV/AIDS, are influenced by religion along with indigenous cultural heritage and the political process. The document states that "intervention strategies will be severely limited if they ignore the extent to which religion, health, sexuality and morality intersect in people's everyday lives."
  • Actively engaging religious leaders as gatekeepers to communities can result in increased awareness and behaviour change as exemplified in the Safe Age of Marriage programme in Yemen, which trained community outreach educators in "participatory training workshops that were interactive and challenged them to re-examine socio-cultural and religious norms and practices related to child marriage" followed by the educators "holding a minimum of four awareness-raising sessions per month, using a range of techniques, such as: discussions, role-plays, storytelling, poetry recitations, and debates. The sessions were held in schools, literacy classes, health centers, mosques and other social venues." Religious leaders supported the programme messages in their Friday sermons.
  • Engagement of faith-based organisations (FBOs), particularly for addressing HIV/AIDS, includes: obtaining support from and training leaders; tailoring messages to knowledge, beliefs, and the practices of that particular community; and making changes (e.g., social marketing of condoms) gradually. There is a need to acknowledge risk behaviours (e.g., extra-marital sexual relations) "in conflict with religious beliefs and teachings. Discussion of such behaviours cannot be excluded and should be incorporated into interventions." Partnerships among FBOs and with secular organisations are necessary to create an enabling environment for changing behaviour, including "improved sustainable livelihoods, access to education and health services, reduced stigmatization, increased personal security, enhanced gender awareness etc)."
• Media, social marketing, and community-level processes
  • "Communication initiatives aimed at changing individual attitudes and behaviours initially adopted a diffusion approach. This includes information dissemination, large-scale media and social marketing campaigns and other one-way communications. More recently, attention has also been paid to adopting interpersonal and participatory approaches..."
  • Entertainment-education (also known as "edutainment") is a research-based communication process or strategy that aims to both entertain and educate,in order to increase audience knowledge and change attitudes, social norms, and behaviour. It can involve radio and television programming, theatre, music, arts, and photography. The document cites Soul City as an example [See Related Summaries below for a few summaries, among many focused on Soul City.] The document recommends extensive formative research for increased resonance with audiences, as well as partnership with mass media and related social advocacy support structures and coalitions. Participatory methods for edutainment include, for example: inviting radio listeners to send in suggestions for storylines; providing communication tools like video cameras, information, and opportunities for people to come together, explore, express, and debate ideas, including training women in video production; and using real-life stories in local languages for radio programming, including training youth correspondents. Issues of gender and adolescent sexual and reproductive health (ASRH) can reach audiences and increase dialogue and can be supported by pamphlets and billboards as well as mass media. Capacity building of communication skills, technology skills, and team skills, as well as increased social capital of women, can result from training and participation.
  • Social marketing linked to community-level processes can include the following: product naming and promotional language from traditional and popular culture arrived at through participatory and culturally connected processes; TV spots and songs by popular entertainers; local language radio sketches; promotionally branded items such as brochures, banners, and clothing items; and live events such as street theatre and parades. It may be necessary to engage professionals and communication partners, as well as masses of people - women's groups, youth, male adults, etc.
  • Community-based initiatives can: mobilise communities; empower women, increase dialogue and gender equality; inspire community leaders, including women leaders, as advocates for greater gender equality; lead to reduced violence against women, including denunciations, and increased HIV protection through open dialogues in communities, more voluntary testing, and greater power of negotiation of condom use; and increase rights-based advocacy and action on gender-related inheritance and land rights issues. Community campaigning and educational programmes can influence gender-related behaviours. Peer group programmes can increase gender-based dialogue and cooperation. For example, Uganda Taxi Operators and Drivers Association (UTODA) developed an occupation-based, peer-based system of sexual regulation in an attempt to hold members accountable to the group and to their wives.
  • Lessons include: "Use of tangentially relevant entry points for dialogue with communities helps lead into discussions on sensitive issues such as sexual issues, personal and family problems. Such entry points include such issues as economic empowerment, education and religion." Integrated economic development activities can support awareness raising, as can the involvement of leaders: teachers, cultural custodians, and government officials. Projects can link individual-level interventions with community-level interventions, such as mass media or social marketing campaigns. There must be involvement of men and boys.
• Initiatives focusing on men and boys
  • Programmes combine group educational activities with community outreach and mass media campaigns (e.g., radio, television, billboards) that support positive attitudes and behaviour towards partners and children and present positive role models to challenge attitudes and raise awareness. Creating a social environment more conducive to gender-equal behaviour can begin with older men and include entry points of HIV prevention, land use, and/or livelihood discussions in "safe spaces" for male discussion.
  • Messaging can be appealing to males, but action-oriented and assertive imagery and messages can reinforce gender stereotypes and male-dominated decision-making. Cultural and religious issues and pressures can undermine the willingness of men to participate or to alter their conceptions of gender and masculinity; religious and community leaders can provide an enabling environment for change.
  • Lessons include: Use characters in theatre, television shows, radio dramas, or print materials to exemplify change and positive behaviour, including in couple relationships. Positive messages can appeal to men's sense of justice or desire to provide care for their partner and/or children. Formative research can help with message development. Social, cultural, and religious leaders can be influencers and can be empowered through training. Messages are sometimes effective as single issue (e.g., condom use) messages and sometimes as broader messages (e.g., family planning). As above, use individual, group, mass media, and advocacy strategies. Group education workshops, community theatre, or mass media campaigns can reduce stigma, facilitate learning, and create more supportive environments for change, especially if long-term planning and data collection and analysis inform programming.