Ajay Singh

The Gender Equity Movement in Schools (GEMS) program aims to promote gender equality among adolescents in school settings by encouraging equal relationships between girls and boys, examining the social norms that define men’s and women’s roles, and questioning the use of violence. The main components of GEMS are group education activities (GEA) and a campaign. The campaign is a week-long series of events, including games, competitions, debates and short plays, aimed at reaching out to students. This campaign guide walks facilitators through steps and ideas to organize similar campaigns on gender and violence in schools.

The Gender Equity Movement in Schools (GEMS) program was initiated to promote gender equality and reduce violence by engaging students in critical thinking and self-reflection. GEMS builds on successful efforts in India, such as Yari Dosti for young men and Sakhi-Saheli for young women, to foster more gender equitable attitudes and behaviors among youth, using group education activities (GEA) to engage students in the school setting. Participatory methodologies engage students in relevant interactions and reflection about key issues of gender and violence. This manual is based on the experience of conducting GEA with students. It is organized in seven modules, each corresponding to a specific theme. The GEMS experience provides evidence of a useful and feasible methodology for creating discussion around gender equality within the school setting.

Gender socialization of both boys and girls begins early, and it is important to initiate change processes at a young age to shape attitudes and transform behaviors. This research brief summaries key findings from the Gender Equity Movement in Schools program or GEMS, a school-based intervention that promotes gender equality by encouraging equal relationships between girls and boys, examining the social norms that define men’s and women’s roles, and questioning the use of violence. The GEMS experience provides evidence of a useful and feasible methodology for creating discussion around gender equality within the school setting. The findings suggest that a methodology which involves students in self-reflection has the potential to make a positive difference in attitudes and behaviors. Also, schools, as spaces for learning, have a role beyond giving knowledge to fostering support for gender equality and non-violence.

This report summarizes multi-country findings from the International Men and Gender Equality Survey (IMAGES), a comprehensive household questionnaire on men’s attitudes and practices – along with women’s opinions and reports of men’s practices – on a wide variety of topics related to gender equality. From 2009 to 2010, household surveys were administered to more than 8,000 men and 3,500 women ages 18 to 59 in Brazil, Chile, Croatia, India, Mexico and Rwanda. The report focuses on the initial comparative analysis of results from men’s questionnaires across the six countries with women’s reports on key variables. Topics included health practices, parenting, relationship dynamics, sexual behavior and use of violence.

IMAGES is a component of the Men and Gender Equality Policy Project coordinated by ICRW and Instituto Promundo.