Module 4: Gender Training - CARE

CARE Gender, Equity, and Diversity Training Materials

Module 4: Gender Training

Copyright 2014 Cooperative for Assistance and Relief Everywhere, Inc. (CARE). All rights reserved. CARE grants permission to not-for-profit organizations engaged in humanitarian and development activities to reproduce this work, in whole or in part, for noncommercial purposes in connection with such activities. This work is not to be sold, rented, leased, or used for advertising or other promotional purposes without CARE's express written consent. As a condition to CARE granting permission to reproduce this work, the following notice shall appear conspicuously with any and all reproductions: "CARE's Gender Equity and Diversity Training Materials. Copyright 2014 Cooperative for Assistance and Relief Everywhere, Inc. (CARE). Used by Permission."

MODULE FOUR

GENDER TRAINING

This module provides training tools to promote a better understanding of gender within the organization. It also aims to build skills of participants in incorporating gender in programming issues and our organizational culture. The activities and exercises are arranged in a way that encourages participants to go through a process, whereby they first reflect on their own personal experiences and observations. Then they link these reflections to what they see and observe in their programs. Therefore, the idea is to impart knowledge and skills, starting from a basic level and moving on to more complex and thought provoking issues. This module has been designed based on the Indian context and primarily for CARE staff. This module can also be found as part of a recently published gender manual for CARE India.

Note: Module Four has a Participant Workbook

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Table of Contents

SAMPLE AGENDA FOR ONE DAY SESSION................................................................................183 ACTIVITY 1: WELCOME AND INTRODUCTION...........................................................................184 ACTIVITY 2: GOALS AND OUTLINE OF THE TRAINING ...............................................................185 ACTIVITY 3: BEGINNING TO UNDERSTAND GENDER: WHAT IS GENDER? HOW IS IT DIFFERENT FROM SEX?....................................................................................................................................186 ACTIVITY 4: GENDER DIVISION OF ARTICLES, ACTIVITIES AND ROLES.......................................188 ACTIVITY 5: GENDERED BEHAVIOURS AND THEIR CONSEQUENCES........................................190 ACTIVITY 6: GENDER STEREOTYPES: FEMININE AND MASCULINE QUALITIES............................192 ACTIVITY 7: CONSEQUENCES OF MALE/FEMALE STEREOTYPES..................................................194 ACTIVITY 8: PRESSURES AND PRIVILEGES OF BEING A MAN/WOMAN.......................................196 ACTIVITY 9: SELF-DISCLOSURE OF MALE/FEMALE ROLES............................................................198 ACTIVITY 10: THE STORY OF A QUEEN AND KING......................................................................199 ACTIVITY 11: GENDER DISCRIMINATION: UNFOLDING PERSONAL STORIES AND EXPERIENCES OF GENDER DISCRIMINATION....................................................................................................200 ACTIVITY 12: UNDERSTANDING GENDER-BASED VIOLENCE.....................................................202 ACTIVITY 13: MYTHS ABOUT VIOLENCE AGAINST WOMEN.......................................................203 ACTIVITY 14: UNDERSTANDING DISCRIMINATORY PRACTICES THAT ACCORD A SUBORDINATE STATUS TO WOMEN AND ITS LINKAGE TO PATRIARCHY...........................................................205 ACTIVITY 15:GENDERED INSTITUTIONS AND STRUCTURES: ROLE OF TRADITIONAL AND MODERN MEDIA..........................................................................................................................207 ACTIVITY 16: ROLE OF CULTURE AND RELIGION........................................................................209 ACTIVITY 17: ROLE OF FORMAL EDUCATIONAL, POLITICAL, ECONOMIC AND DEVELOPMENT INSTITUTIONS..............................................................................................................................211 ACTIVITY 18:CHANGING GENDER CONSTRUCTS: CHANGING GENDER STEREOTYPES AND ROLES...........................................................................................................................................212 ACTIVITY 19: PERSONAL EXPERIENCES OF SELF-ASSERTION.......................................................213 ACTIVITY 20: THE WHEEL OF EQUALITY......................................................................................214

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Sample Agenda

This is an illustrative agenda with estimated time-frames. You are encouraged to select the activities that most meet your needs.

Day I - Activities

Welcome and Introductions Goals and outline of the training Beginning to understand gender Gender division of articles, activities and roles Break Gender behaviors and their consequences Gender Stereotypes Break Consequences of stereotypes Pressures and privileges of being a woman/man Break Self-disclosure of male/female roles The story of a queen and king Closing and reflection on the day

9 am - 9:20 am 9:20 am - 9:30 am 9:30 am - 10 am 10:00 am - 10:30 am

10:45 am - 11:45 am 11:45 am - 12:45 pm 12:45 pm - 1:30 pm 1:30 pm - 2:15 pm 2:15 pm - 3:00 pm

3:15 pm - 4:15 pm 4:15 pm - 5:00 pm 5:00 pm - 5:30 pm

Day II - Activities

Reflection on the previous day Gender discrimination Understanding gender-based violence Break Myths about violence against women Role of culture and religion Break Role of institutions Changing gender constructs Break The Wheel of Equality Personal experiences of self-assertion Closing and reflection of the two days

9 am - 9:20 am 9:20 am - 10 am 10 am - 10:30 am

10:45 am - 11:45 am 11:45 am - 12:45 pm

1:30 pm - 2:15 pm 2:15 pm - 3:15 pm

3:30 pm - 4:15 pm 4:15 pm - 5:00 pm 5:00 pm - 5:30 pm

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Activity 1: Welcome and Introduction

MODULE FOUR

Purpose To welcome participants to the training. To allow facilitators to introduce themselves and to get to know the participants.

Instructions

1. Welcome participants to the training and introduce yourself to the group. This should be kept verybrief since you will also participate in icebreakers and other exercises. You will have an opportunity to say more about yourself then.

TIME 20 Min

2. Ask each participant to introduce his/her name by simply adding an adjective before their name that begins with the same letter, before they disclose the name of their organization and designation You can begin by introducing yourself in the manner that you want to participants to follow.

For example: "I am serious Surinder. I work in "X" as a Training Coordinator." "I am mischievous Meena. I work in "Y" as a Project Manager." "I am lively Leena. I work in "Z" as a Technical Specialist."

This can be done when seated, but becomes more fun and active if the participants are standing in a circle. Each participant moves into the circle while introducing himself/herself.

Facilitator's Tips:

There is no need for debriefing after this exercise. It can serve as a reference point for the remainder of the training workshop. The participants will remember each other's amusing adjectives. Most importantly, an atmosphere of informality is established.

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Activity 2: Goals and Outline of the Training

Purpose

To outline the training and share the goals. To convey the workshop schedule clearly - breaks, lunch, and closure timings. To ensure people are aware of administrative arrangements and other housekeeping details.

Instructions

1. Present the goals on prepared flip charts or overheads.

2. Share the agenda of the training with the participants. Each participant should be given a copy of the agenda. Ask them to review it briefly and ask for clarifications, if any.

TIME 10 Min

3. Ask for volunteers to record the workshop sessions and give

Goals:

feedback at the end of the day to the

l Promote a better

facilitator. In addition, ask for volunteers who could be the

understanding of gender

'eyes' and 'ears' to report on the

within the organization;

unofficial remarks and comments of the participants. They could play a key role in determining the level of interest and involvement of participants in the workshop. They could also highlight which sessions were not well received or understood

l Build skills of participants in incorporating gender in programming issues and our organizational practices.

fully by the participants.

4. Distribute the workshop hand outs and review the logistics for the day.

Facilitator's Tips

If handouts are not possible, put the details of the logistics on the flip chart and review it with the participants.

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MODULE FOUR

Activity 3: Beginning to understand Gender: What is gender? How is it different from sex?

Purpose

To enable the participants to reflect on their understandings of sex and gender and to increase the comfort level of the participants with these issues.

Instructions

1. Ask the participants to give their understanding of the differences between sex and gender. Summarize the responses of the participants to include the following significant differences between sex and gender.

TIME 30 Min

SEX

GENDER

j Biologically determined

j Constructed by society

j Universal for all human beings j Unchanging

j Multi-faceted: differs within and between cultures and across geography, climate, etc.

j Dynamic, changes over time

2. Distribute the cards with the following statements on men and women to some participants. Ask them to read these aloud, one by one.

l Women give birth to babies, men don't. l Care of babies is the responsibility of women because they can breastfeed them. l Men have moustaches. l Women cannot carry heavy loads. l Women are scared of working outside their homes at night l Men's voices break at puberty, women's don't. l Women are emotional and men are rational. l Most of the women have long hair and men have short hair. l Most scientists are men. l Cooking comes naturally to women

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3. Ask the participants to decide which statement denotes characteristics/behaviors based on sex and which are socially constructed. Request them to explain why they think so.

Facilitator's Tips

Explain to the group that these statements were meant only to generate a discussion around how society promotes images of men and women, which result in gender biases and images. Also explain why understanding the difference between sex and gender is critical for development work. It helps us understand that the cause of inequity between men and women is not their biological characteristics, but socially constructed attributes of men and women. However, make sure that you do not undermine the significance of biological differences between men and women and treat them as less significant. Some physical differences do require different treatment.

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