scholarly journals Gender-norms, violence and adolescence: Exploring how gender norms are associated with experiences of childhood violence among young adolescents in Ethiopia

2020 ◽  
pp. 1-14
Author(s):  
Maureen Murphy ◽  
Nicola Jones ◽  
Workneh Yadete ◽  
Sarah Baird
Keyword(s):  
Gender Norms ◽  
Young Adolescents ◽  
Childhood Violence

scholarly journals An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial

10.2196/23071 ◽  
2020 ◽  
Vol 9 (12) ◽  
pp. e23071
Author(s):  
Megan Cherewick ◽  
Sarah Lebu ◽  
Christine Su ◽  
Ronald E Dahl
Keyword(s):  
Randomized Controlled Trial ◽  
Identity Formation ◽  
Controlled Trial ◽  
Gender Norms ◽  
Young Adolescents ◽  
Social Emotional ◽  
Low Resource ◽  
Pragmatic Randomized Controlled Trial ◽  
Randomized Controlled ◽  
Identity Learning

Background The onset of puberty is a pivotal period of human development that is associated with significant changes in cognitive, social, emotional, psychological, and behavioral processes that shape identity formation. Very early adolescence provides a critical opportunity to shape identity formation around gender norms, attitudes, and beliefs before inequitable gender norms are amplified during and after puberty. Objective The aim of the Discover Learning Project is to integrate strategic insights from developmental science to promote positive transformation in social, emotional, and gender identity learning among 10- to 11-year-olds in Tanzania. Through a pragmatic randomized controlled trial, the intervention scaffolds the development of critical social and emotional mindsets and skills (curiosity, generosity, persistence, purpose, growth mindset, and teamwork) delivered by conducting 18 after-school, technology-driven, experiential learning sessions in small, mixed-gender groups. Methods The Discover Learning Intervention is a 3-arm randomized controlled trial that will be delivered to 579 participants selected from four public primary schools in Temeke District, Dar es Salaam, Tanzania. Randomization will be done at the individual level into 3 treatment groups receiving incremental intervention components. The treatment components include Discover Learning content curated into child-friendly videos, facilitated discussions, and a parent-child workbook, to be implemented over two phases, each 6 weeks long. A baseline survey will be administered to participants and their parents prior to the intervention. The process will be observed systematically, and data will be collected using surveys, in-depth interviews, observations, and focus group discussions with adolescents, parents, teachers, and facilitators conducted prior, during, and after each implementation phase. Results This study builds on formative and pilot studies conducted with the target population to inform the design of the intervention. The results will generate new evidence that will inform strategies for achieving scale in Tanzania and provide insights for replication of similar programs that are invested in gender-transformative interventions in peri-urban, low-resource settings. Conclusions The Discover Learning Intervention makes an important contribution to the field of adolescent developmental science as an intervention designed for very young adolescents in a low-resource setting. Trial Registration ClinicalTrials.gov NCT04458077; https://clinicaltrials.gov/ct2/show/NCT04458077 International Registered Report Identifier (IRRID) DERR1-10.2196/23071

Young Adolescents’ Endorsement of Restrictive Gender Norms: Evidence From a Community-Based Intervention in Côte d’Ivoire and Sierra Leone

2021 ◽  
pp. 027243162110367
Author(s):  
Jane Leer ◽  
Anna Gassman-Pines ◽  
Eric Djé Blé ◽  
Josephine Kainessie ◽  
Catherine Kennedy ◽  
...  
Keyword(s):  
Sierra Leone ◽  
Cote D'ivoire ◽  
Côte D’Ivoire ◽  
Gender Norms ◽  
Gender Attitudes ◽  
Young Adolescents ◽  
Gender Based Violence ◽  
Community Based ◽  
Cote D’Ivoire ◽  
Côte D'ivoire

This study investigated attitudes toward restrictive gender norms among adolescents in Côte d’Ivoire and Sierra Leone (pooled N = 1,793, M age(baseline) = 10.3, M age(follow-up) = 11.6, 50% boys/girls). We examined individual and contextual predictors of gender attitudes, assessed change in gender attitudes over 2 years, and estimated the effect of a community-based norms diffusion intervention. Multiple regression analyses revealed that being a boy, exposure to violence against women, and restrictive norms among same-gender peers predicted support for a patriarchal division of adult roles, lower educational status for girls, and acceptance of gender-based violence. In contrast to evidence from Western contexts, we found limited evidence of increased flexibility in gender attitudes during early adolescence. However, the intervention significantly reduced support for restrictive gender norms, especially among boys. Findings reveal novel pathways through which young adolescents acquire beliefs about gender, and provide encouraging evidence regarding community-based approaches to shifting adolescents’ gender attitudes.

scholarly journals Unequal Gender Norms Are Related to Symptoms of Depression Among Young Adolescents: A Cross-Sectional, Cross-Cultural Study

2021 ◽  
Vol 69 (1) ◽  
pp. S47-S55 ◽  
Author(s):  
Leah R. Koenig ◽  
Robert Wm Blum ◽  
Denese Shervington ◽  
Jakevia Green ◽  
Mengmeng Li ◽  
...  
Keyword(s):  
Cultural Study ◽  
Gender Norms ◽  
Cross Cultural ◽  
Young Adolescents ◽  
Cross Sectional ◽  
Symptoms Of Depression ◽  
Cross Cultural Study

scholarly journals “Girls Have More Challenges; They Need to Be Locked Up”: A Qualitative Study of Gender Norms and the Sexuality of Young Adolescents in Uganda

2018 ◽  
Vol 15 (2) ◽  
pp. 193 ◽  
Author(s):  
Anna Ninsiima ◽  
Els Leye ◽  
Kristien Michielsen ◽  
Elizabeth Kemigisha ◽  
Viola Nyakato ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Gender Norms ◽  
Young Adolescents

scholarly journals Marching to a Different Drummer: A Cross-Cultural Comparison of Young Adolescents Who Challenge Gender Norms

2017 ◽  
Vol 61 (4) ◽  
pp. S48-S54 ◽  
Author(s):  
Chunyan Yu ◽  
Xiayun Zuo ◽  
Robert W. Blum ◽  
Deborah L. Tolman ◽  
Anna Kågesten ◽  
...  
Keyword(s):  
Gender Norms ◽  
Cross Cultural ◽  
Cultural Comparison ◽  
Young Adolescents ◽  
Cross Cultural Comparison

Young Adolescents’ Endorsement of Restrictive Gender Norms: Evidence from a Community-Based Intervention in Côte d’Ivoire and Sierra Leone

2021 ◽  
Author(s):  
Jane Leer ◽  
Anna Gassman-Pines ◽  
Eric DjeBle ◽  
Josephine Kainessie ◽  
Catherine Kennedy ◽  
...  
Keyword(s):  
Sierra Leone ◽  
Early Adolescence ◽  
Cote D'ivoire ◽  
Côte D’Ivoire ◽  
Gender Norms ◽  
Gender Attitudes ◽  
Young Adolescents ◽  
Community Based ◽  
Cote D’Ivoire ◽  
Côte D'ivoire

[Manuscript accepted for publication in the Journal of Early Adolescence, July 11, 2021.] This study investigated attitudes towards restrictive gender norms among adolescents in Côte d’Ivoire and Sierra Leone (pooled N = 1,793, Mage(baseline) = 10.3, Mage(follow-up) = 11.6, 50% boys/girls). We examined individual and contextual predictors of gender attitudes, assessed change in gender attitudes over two years, and estimated the effect of a community-based norms diffusion intervention. Multiple regression analyses revealed that being a boy, exposure to violence against women, and restrictive norms among same-gender peers predicted support for a patriarchal division of adult roles, lower educational status for girls, and acceptance of gender-based violence. In contrast to evidence from Western contexts, we found limited evidence of increased flexibility in gender attitudes during early adolescence. However, the intervention significantly reduced support for restrictive gender norms, especially among boys. Findings reveal novel pathways through which young adolescents acquire beliefs about gender, and provide encouraging evidence regarding community-based approaches to shifting adolescents’ gender attitudes.

scholarly journals An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Megan Cherewick ◽  
Sarah Lebu ◽  
Christine Su ◽  
Ronald E Dahl
Keyword(s):  
Randomized Controlled Trial ◽  
Identity Formation ◽  
Controlled Trial ◽  
Gender Norms ◽  
Young Adolescents ◽  
Social Emotional ◽  
Low Resource ◽  
Pragmatic Randomized Controlled Trial ◽  
Randomized Controlled ◽  
Identity Learning

BACKGROUND The onset of puberty is a pivotal period of human development that is associated with significant changes in cognitive, social, emotional, psychological, and behavioral processes that shape identity formation. Very early adolescence provides a critical opportunity to shape identity formation around gender norms, attitudes, and beliefs before inequitable gender norms are amplified during and after puberty. OBJECTIVE The aim of the Discover Learning Project is to integrate strategic insights from developmental science to promote positive transformation in social, emotional, and gender identity learning among 10- to 11-year-olds in Tanzania. Through a pragmatic randomized controlled trial, the intervention scaffolds the development of critical social and emotional mindsets and skills (curiosity, generosity, persistence, purpose, growth mindset, and teamwork) delivered by conducting 18 after-school, technology-driven, experiential learning sessions in small, mixed-gender groups. METHODS The Discover Learning Intervention is a 3-arm randomized controlled trial that will be delivered to 579 participants selected from four public primary schools in Temeke District, Dar es Salaam, Tanzania. Randomization will be done at the individual level into 3 treatment groups receiving incremental intervention components. The treatment components include Discover Learning content curated into child-friendly videos, facilitated discussions, and a parent-child workbook, to be implemented over two phases, each 6 weeks long. A baseline survey will be administered to participants and their parents prior to the intervention. The process will be observed systematically, and data will be collected using surveys, in-depth interviews, observations, and focus group discussions with adolescents, parents, teachers, and facilitators conducted prior, during, and after each implementation phase. RESULTS This study builds on formative and pilot studies conducted with the target population to inform the design of the intervention. The results will generate new evidence that will inform strategies for achieving scale in Tanzania and provide insights for replication of similar programs that are invested in gender-transformative interventions in peri-urban, low-resource settings. CONCLUSIONS The Discover Learning Intervention makes an important contribution to the field of adolescent developmental science as an intervention designed for very young adolescents in a low-resource setting. CLINICALTRIAL ClinicalTrials.gov NCT04458077; https://clinicaltrials.gov/ct2/show/NCT04458077 INTERNATIONAL REGISTERED REPORT DERR1-10.2196/23071

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