PART TWO
6.
HOW TO CONDUCT A GENDER ANALYSIS
Stages for the policy/program/service development cycle
Conducting a gender analysis is a matter of considering the ‘usual’ process
for the work, and building in knowledge and understanding of how the issue
affects both women and men to identify and modify relevant stages and
steps of the process. The aim is to ensure that the process as a whole is
explicitly ‘gender aware’, and will produce outcomes that are inclusive of
and responsive to the needs and issues of women.1
In line with the Australian Policy Cycle this Toolkit uses the following eight
stages for the policy, program and service development cycle.
1
Department for Women, New South Wales, 2003, Applying a Gender Lens: A practical guide to gender
analysis for NSW government agencies,
www.women.nsw.gov.au/PDF/Archived/Applying_a_gender_lens.pdf
21
Stages in integrating gender analysis – questions to get started
At each stage of the policy, program and service development cycle there is an
opportunity to undertake gender analysis. A range of questions that could be
considered in order to identify any specific impacts of the proposal on women
and men are listed below.
STAGE 1: Identifying issues

Will the policy, program or service affect the daily life of part/s of the
population?

Do the issues being addressed in this policy, program, or service affect
women specifically? If yes, which groups of women are affected, and
how are they affected?

Who might not be included in this policy, program, or service?

What don’t we know about this issue and how does it impact women?

Who else is addressing this issue?
STAGE 2: Gathering evidence

Do you have gender disaggregated data on this issue (i.e. separate data
for women and men)?

Is the available data disaggregated also by age, race, ethnicity, socioeconomic background and region?

Is the data both quantitative and qualitative?

Has research (both Australian and international) regarding gender
components of this issue been conducted?

Have the life factors particular to women and men been considered
when conducting research, e.g. differences in income and education,
differences in the rates and sources of violence in the lives of men and
women?

What information have we collected from those with experience and
knowledge in this area, both internal and external to our department?

Are other models addressing this issue available?

Are there other agencies (both government and non-government)
involved or potentially involved?
STAGE 3: Identifying and defining outcomes

What are the desired outcomes?

What options are indicated by the data, information and research?

How will they impact women’s engagement in Queensland social and
economic life?

Are some groups of women excluded from the outcomes?

Are there negative outcomes for women?

Does the proposed policy, program, or service support gender equity?
22

Does the government have international obligations in relation to women
which would be breached or supported by the proposed option/s?

Have we considered which gender-specific factors could modify the
possibilities of achieving the outcomes; for example, pregnancy,
harassment in the workplace, lack of child care, caring responsibilities for
elders?

Are multiple outcomes needed to take into account the effects of gender
and/or other aspects of diversity on policy implementation?

What monitoring and accountability processes are needed to ensure the
outcomes?
STAGE 4: Planning

How will women engage in the development of this policy, program, or
service – as customers or as stakeholders?

Is the issue linked with other related strategies or initiatives?

Are there opportunities for collaboration with other agencies?

How will the engagement process assist in sorting and prioritising options?
Is gender equity a consideration for sorting options?

Are the objectives clear, measurable and achievable?

Are the objectives and performance indicators gender sensitive?
STAGE 5: Communication

Do communications represent the diversity of women and girls?

Does the language and visuals stereotype women and men?

Is the language inclusive and respectful?

Is the variety of media used accessible to a range of audiences?

Is there person to person outreach to marginalised groups in the
community?
STAGE 6: Delivery/implementation

Does the implementation and delivery address diversity?

Are there specific strategies to include women from marginalised groups?

Is good practice in this area established?

Who else has input into good practice in delivery and implementation to
women?
STAGE 7: Monitoring and review

Will we monitor and evaluate the policy, program or service against
indicators that show the participation, impacts on and improved quality of
life for women and girls – as well as any unintended consequences for
women and girls?
23

Will the evaluation engage participants and stakeholders?

Will the monitoring and evaluation methods include the engagement of
diverse groups of women?

Are there measures in place to review or change the policy, program or
service if it is not delivering the outcomes for women?
STAGE 8: Reporting

Is the reporting method consistent with the government priorities for
women?

Are reports available for participants in different media? Are participants
acknowledged?
7.
CASE STUDY
Building on one of the example initiatives in Exercise 2, below is a practical
example of using the gender analysis process outlined in section 6. It sets out
the sorts of gendered issues that need to be considered at each stage of the
policy making, program or service development process.
Policy initiatives on public transport planning
Stage 1: Identifying issues





Initiatives were proposed to encourage people to access more public
transport that is safe, flexible and affordable for the whole community.
Women and girls are affected by this opportunity as they would greatly
benefit both from the positive effects on the environment, the
reduction in petrol and parking fees, and any possible physical
exercise resulting from the initiatives.
The experience of this opportunity is potentially different for women
and girls as there are gender-specific safety concerns that need to be
considered, such as fear of sexual assault when accessing public
transport after dark.
Older women’s fear of crime may lead to reluctance to use public
transport particularly at night and may contribute to social isolation.
Specific data would be useful that explores the incidence of safety
breaches on different types of public transport (including after the
disembarking from the mode of transport) as well as a review of best
practice models on introducing effective safety measures.
Stage 2: Gathering evidence
Public transport usage and safety issues:
24




Women are more likely than men to use buses, taxis and community
transport as they have, on average lower incomes than men and are
less likely to be able to afford a car.
Fewer women than men have drivers’ licences.
Women are more likely than men to be victims of sexual offences
(including stalking, rape and sexual assault), kidnapping and
abduction and, for women under 20 years of age, other forms of
assault.
Young people are more likely than older people to be victims of
violence, with females aged 15-19 years the most common victims of
Offences Against the Person on a per capita basis. Females aged 55
and over are the least victimised.2
Transport information is mainly collected by Queensland Transport. Other
data on walking, cycling or other physical forms of transport might be
collected by health departments, local government, or through academic
research studies.
Public transport policy initiatives particularly affect older women without
access to private transport and mobility issues, women with disabilities,
younger women who are more likely to use public transport at night, and
women from lower socio-economic backgrounds.
Relevant women’s organisations, peak bodies and advocacy groups need to
be consulted, as well as representatives from appropriate government
agencies including the Office for Women, Office for Seniors and Disability
Services Queensland.
Stage 3: Identifying and defining outcomes
The ideal outcome is that public transport options that are affordable and
safe for women and girls, especially at night, and flexible for the less mobile.
Impact on women’s lives:
 participation in community activities;
 access to health and other essential services;
 employment opportunities;
 access to schools and child care;
 access to cultural and social events;
 access to family and social networks; and
 reduction of fear and greater sense of independence.
Access to affordable, safe, convenient and easily accessible transport allows
Queensland women to participate in community activities and access
essential services.
Stage 4: Planning
2
Queensland Police Service, Annual Statistical Review 2006-2007, Queensland Police Service, Brisbane,
www.police.qld.gov.au/services/reportsPublications/statisticalReview/0607/
25
When engaging with female stakeholders several factors are important:
 access to safe public transport if consultations are face-to-face;
 timing of consultation needs to consider child care responsibilities and
domestic routines (i.e. no telephone consultation around dinner time);
and
 possibilities of child care provision could be explored during face-toface consultations.
Strategic linkages to other agencies should be integrated into the planning
stage and where possible performance measures and reporting should
measure the impact on women of the initiative and include the provision of
gender disaggregated data.
Stage 5: Communication
Communication with diverse groups of women needs to be presented in
various media.
For example, less women than men – especially older women and women
from lower socio-economic backgrounds – have access to the Internet and
e-mail. Education and literacy levels can also vary significantly and any
communication needs to be tailored to the abilities of the target audience to
ensure it is fully understood.
Stage 6: Delivery and implementation
The delivery of specific safety initiatives on public transport would aim to
improve access by women. This could include affordability of the services.
Implementation should be mindful of timetabling and integration of public
transport, including between different modes of transport (i.e. bus, train), to
ensure smooth connections between services, particularly at night.
26
Stage 7: Monitoring and review
The main issues in this initiative for women are increasing access to public
transport and real and perceived levels of safety. Monitoring and evaluation
of these factors are required. Review gender disaggregated data to inform
future strategic planning on the issue.
Stage 8: Reporting
Any public reports on the outcomes of the initiatives are to be distributed by a
variety of media and methods to reach a diversity of women, including older
women, young women, women with disabilities and women from culturally
and linguistically diverse backgrounds.
Internal reporting should respond to the key performance indicators and
provide reports broken down by gender and sub-groups such as age, cultural
background and disability.
Results of not using gender analysis
An incomplete picture of the policy problem may result in the development
of a policy, service or program which does not fully respond to the needs of
the organisation, its customers or the community. Additionally the risk of policy
failure is minimised and the efficiency and effectiveness of government
business is furthered by ensuring that policies and programs are designed to
meet the desired/anticipated outcomes.
The table that follows is the same policy example as outlined above, that is,
public transport planning. The table highlights some of the information gaps
which become apparent when gender analysis is applied in the
development of policy.
Stage 1: Identifying issues
Additional considerations identified
with gender analysis
Without gender analysis
Initiatives were proposed to
encourage people to access more
public transport.
Safety concerns for women are not
clearly identified as a priority
concern. The experience of these
initiatives is potentially different for
women and girls as there are genderspecific safety concerns that need to
be considered, such as fear of sexual
assault when accessing public
transport after dark.
27
Stage 2: Gathering evidence
Additional considerations identified
with gender analysis
Without gender analysis
The road system is often congested,
particularly during peak hours.
Women are more likely than men to
use buses, taxis and community
transport as they are less likely to be
able to afford a car and have fewer
drivers’ licences.
However, safety fears might
discourage some women to access
public transport, especially after dark.
Public transport is cost effective,
environmentally friendly and reduces
road congestion.
Only 7% of all travel is undertaken by
public transport.
Women are more likely than men to
be victims of sexual offences
(including rape, sexual assault),
stalking, kidnapping and abduction
and, for women under 20 years of
age, other forms of assault.
Older women experience higher
levels of fear of crime than their male
counterparts. Fear of crime can have
a significant negative impact on the
lifestyle and wellbeing of an older
person as they may withdraw from
society, lose confidence and
become isolated.
Specific data that explores the
incidence of safety breaches on
different types of public transport
(including after disembarking from
the mode of transport) as well as a
review of best practice models on
introducing effective safety measures
would be useful.
Stage 3: Identifying and defining outcomes
Additional considerations identified
Without gender analysis
with gender analysis
An increase in usage of public
transport by commuters.
Public transport options that are safe
for women and girls, especially at
night, and accessible for the less
28
mobile.
Stage 4: Planning
Additional considerations identified
with gender analysis
Without gender analysis
Consultations are planned through
face-to-face focus groups with
commuters, online consultations via
Get Involved, telephone surveys after
hours when commuters have
returned home from work, and doorto-door researchers to visit in selected
suburbs.
29
When engaging with female
stakeholders several factors are
important:
 access to safe public transport
if consultations are face-toface;
 timing of consultation needs to
consider child care
responsibilities and domestic
routines (e.g. no telephone
consultation around dinner
time);
 possibilities of child care
provision could be explored
during face-to-face
consultations;
 limited access to Internet; and
 older women in particular are
unlikely to respond to
researchers knocking on their
doors due to safety concerns.
Stage 5: Communication
Additional considerations identified
with gender analysis
Without gender analysis
A range of media advertising
campaigns (print, television and
radio) and website promotion.
It is essential that media campaigns
avoid stereotyping men and women
through the visuals and language
used in order not to alienate parts of
the community.
Communication with diverse groups
of women needs to be presented in a
variety of media. For example, less
women than men, especially older
women and women from lower
socio-economic backgrounds have
access to the Internet and e-mail.
Advertising should target places
which women frequent such as
shopping centres, supermarkets and
child care services.
Education and literacy levels can
also vary significantly and any
communication needs to be tailored
to the abilities of the target audience
to ensure it is fully understood.
Stage 6: Delivery and implementation
Without gender analysis
Additional considerations identified
with gender analysis
Initiatives are rolled out widely across
the city aiming to attract commuters
to the use of public transport.
The delivery of specific safety
initiatives on public transport would
aim to improve access by women.
Stage 7: Monitoring and review
Additional considerations identified
with gender analysis
Without gender analysis
Longitudinal data on public transport
usage to indicate if increase
occurred due to new initiatives.
The main issues in this initiative for
women are increasing access to
public transport as well as both the
real and perceived levels of safety,
30
therefore the collection of both
qualitative and quantitative data is
essential.
All statistics to be collected should be
disaggregated by gender, age,
ethnicity and different abilities.
Stage 8: Reporting
Additional considerations identified
with gender analysis
Without gender analysis
Report published on website.
Any reports on the outcomes of the
initiatives are to be distributed in a
variety of media to be able to reach
a diversity of women, including older
women, young women, disabled
women and women from culturally
and linguistically diverse
backgrounds.
Dissemination of reports to women’s
organisations and networks will assist
to distribute the information directly
to women.
As this example demonstrates, gender analysis is an essential part of providing
robust and quality policy development and service delivery, which is effective
in meeting an organisation's outcomes. It is not an additional step to be
added on later in the process.
31
EXERCISE 3: PRACTISING THE GENDER ANALYSIS FRAMEWORK
Exercise 3 helps you to practice and apply your understanding of the eightstage gender analysis process in this Toolkit in your own work context.








Stage 1: Identifying issues
Stage 2: Gathering evidence
Stage 3: Identifying and defining outcomes
Stage 4:
Planning
Stage 5: Communication
Stage 6: Delivery/implementation
Stage 7: Monitoring and review
Stage 8: Reporting
Think of a policy, program or service (to be called ‘project’ hereafter) that
you have completed in the past or you are currently working on. The tasks in
this exercise aim to assist you to use the questions provided in Section 6 - How
to conduct a gender analysis - to identify and assess the different impacts of
your work on women and men and redress inequalities and inequities.
What is the title of your project?
Write its brief summary:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
32
____________________________________________________________
33
Stage 1: Identifying issues
This stage provides an opportunity to explore the issues and impacts
associated with policy development on a project. The nature and scope of
the issue, considered within the current policy environment, can be fully
considered.
Note
Gender issues are central to the policy in question in some cases, but less
clear in other cases. During the definition stage don’t assume any policy is
gender neutral.
Task 1: Will your project affect the daily life of part/s of the population? What
are the gender issues in the project?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 2: Do the issues affect women (or men) specifically? If yes, which groups
of women (or men) are affected and how are they affected?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 3: What don’t you know about these issues and how do they impact
women (or men)?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
34
35
Stage 2: Gathering evidence
This stage is to look at what is already known about the gendered nature of
an issue and identify available and relevant data and data sources.
Note
Your own values and experiences may affect your perception and/or
willingness to investigate the issue. The established priorities and processes
of your organisation may also affect your ability to ask new questions and
hear answers you may not expect.
Task: Evaluate the information/data you have, using the following checklist:
1. Disaggregation in terms of gender

 No
Yes
2. Disaggregation in terms of age, race, ethnicity, socio-economic
background and region
 Yes: (specify)
 No: (specify)
3. Both quantitative and qualitative data available
 Yes
 No: (specify which data is available, if any)
4. Existing research regarding gender components of the issues nationally
and internationally
 Yes
 No
 Don’t know
5. Other agencies, both government and non-government, involved or
potentially involved
 Yes: (specify)
 No
36
 Don’t know
Stage 3: Identifying and defining outcomes
Utilise this stage to identify desired goals and anticipated outcomes for a
particular policy, program or service area to ensure equitable outcomes for
women and men.
Note
Beware of unintended and undesirable outcomes, especially for specific
groups of women and men. Different measures may be required for
outcomes to be equitable for both women and men.
Task 1: What do you propose to be key outcomes of the issues you have
identified in Stage 1?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 2: What are the gender-specific factors in your project, which could
modify the possibilities of achieving the outcomes; for example, pregnancy,
harassment in the workplace, lack of child care, caring responsibilities for
elders?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 3: How will the outcomes impact on women’s (or men’s) engagement in
Queensland social and economic life?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 4: How do the stated outcomes fit with Queensland Government’s
values, goals or policies including its international obligations?
_________________________________________________________________________
_________________________________________________________________________
37
_________________________________________________________________________
_________________________________________________________________________
Task 5: What are your measures (performance indicators) to evaluate the
outcomes?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Stage 4: Planning
This stage is to develop and refine policy engagement processes and options
suggested by the previous stages.
Note
Consider the impacts on both women and men as a key element in
weighting and recommending the policy engagement processes and
options – not as an ‘add-on’. Consider how each policy option and
engagement process will be monitored and evaluated to determine the
impact of your policy/program on women and men.3
Task 1: Based on information identified in the previous stages, what options
are available?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 2: How will you engage women (or men) in the development of your
project – as beneficiaries and/or as stakeholders?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3
Ministry of Community, Aboriginal and Women’s Services, British Columbia, Canada, Guide to Best
Practices in Gender analysis, 2003, www.cd.gov.bc.ca/women/best_practices/best_practices_web.pdf
38
_________________________________________________________________________
_________________________________________________________________________
Task 3: How will you sort and prioritise the options? For example, is gender
equity a consideration for sorting options?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
39
Task 4: Who will implement each option, and what resources are required?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 5: Are there any potential barriers or areas of resistance? How will you
address these?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Stage 5: Communicating
This stage is to communicate chosen options and engagement processes.
Note
Timing, choice of media, language and public involvement are important
to ensure that government intent and the impacts of the policy, program
and legislation are understood. The participation and acknowledgement
of partners and consulting groups can be a key part of communicating
policies inside government and to the public.
Task 1: Who are your audiences and what is the main message to be
communicated to each audience? What media will you use?
Audience
Message
Media












40



41
Task 2: What are your communication strategies that will reach both women
and men, including women and men from marginalised groups in the
community?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 3: How will gender implications of your project be highlighted?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 4: How can you ensure that examples, languages and symbols used in
the communication are gender-aware and diversity-appropriate?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Stage 6: Delivery/implementation
This stage is to put in place programs and services to achieve the policy
outcomes and objectives developed in the previous stages.
42
Note
Consider specific aspects of policy implementation for your agency,
including how you might involve key agency personnel and other
stakeholders. Consider other government initiatives link to your initiative.
Task 1: Who will be mostly involved in the implementation and delivery? How
gender-aware are they?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 2: What are your specific strategies to include women (or men) from
marginalised groups?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
43
Task 3: Who has input into good practice in delivery and implementation to
women (or men)?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Stage 7: Monitoring and review
This stage is to determine how well a policy, program or service is attaining its
goals, and provides opportunities to make improvements.
Note
Ensure that the gender impact of the policy, program or service is an
explicit part of the monitoring and review process and that those
undertaking the evaluation have gender awareness.
Task 1: What is your strategy to monitor and evaluate your project using an
indicator showing the participation of women and girls (or men and boys)?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 2: Who will be involved in the evaluation process?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 3: What measures will you use to change your project if it is not delivering
the outcomes?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
44
_________________________________________________________________________
_________________________________________________________________________
45
Stage 8: Reporting
This stage is to report the results of the policy, program or service.
Note
Ensure that those groups and individuals consulted at various stages in the
development of the programs/services are acknowledged.
Task 1: What is your reporting method?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 2: In what media is your report available?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Task 3: Who will be acknowledged in the report?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
46
8.
ADVOCACY AND OVERCOMING RESISTANCE4
Promoting gender analysis and the use of gender analysis tools requires
confidence and skills in advocacy and overcoming resistance. Gender
analysis promotes different ways of looking at problems and offers different
solutions and therefore it challenges the status quo. There will be resistance to
this. Identifying the types of resistance and strategies to respond to them will
assist the progress of gender analysis.
Resistance method
Response
Denial and inversion
’Women already have
equality‘ arguments –
and – ‘it is their own fault
if they don’t take
advantage of these
opportunities.’
Present undeniable
statistical evidence
(see Section 9 - Further
information/links and
resources)
Persist with insisting that
the program or project
design features
women’s participation
throughout plus
objectives with
outcomes that benefit
women’s effective
engagement in social
and economic terms.
Dilution and selection
Women’s issues are
admitted, but included
in ways that will not
threaten the control of
resources or
engagement.
4
Acknowledgments for this section to UNDP, Draft Learning & Information Pack – Process and Advocacy
Skills for Gender Mainstreaming. Find the document and companion packs at
www.undp.org/women/docs/GM_INFOPACK/GenderAnalysis1.doc
Acknowledgments also for the Planning for Change points in No fear – a whole school approach: a kit
addressing gender based violence by Curriculum and Gender Equity Policy Unit, 1995, Commonwealth
Department of Employment, Education and Training, Canberra.
47
Subversion
Not providing the
resources for change,
e.g. staff are appointed
who do not support
gender analysis and
subvert by referring
decisions up or down
the hierarchy, losing the
file, not attending
meetings, etc.
Be aware of these
tactics, and engage
other departments and
non-government
agencies to further the
issues. Document the
processes.
Engage others at a
higher level, or in other
departments or nongovernment agencies
to promote the issues;
ensure a monitoring
system is in place
formally or informally.
Set up a reference
group around the
project.
Shelving and lip service
Attention to gender
issues is praised but the
timing is questioned, or
the actions do not
match the words.
Persist in repeatedly
raising gender issues,
and pointing out that
addressing the
inequities for women
and girls is relevant
across government
jurisdictions. Refer to
government documents
that support this
approach (e.g. the
Office for Women
Directions Statement.)
Compartmentalisation
All responsibility is
passed to the
designated women’s
policy officer or the
Office for Women.
Point out this fact. Take
steps to find allies and
build support for the
woman both within and
outside the committee
or board, e.g. a mentor
or specific support
Tokenism
One woman is given a
position on a committee
or board to give the
‘women’s’ point of view.
48
person, or a reference
group.
Agree that we can
always find out more
about an issue, but
assert that this is not a
pre-condition for action.
Give examples of other
issues where more
research is needed but
programs are under
way. Suggest an initial
literature review or
meta-analysis.
Recommend research
which is action oriented
and has delivery and
review built in as a pilot
phase.
Further investigation
When compelled to
show some action on
some glaring gender
gap and discrimination,
a research project is put
forward effectively to
postpone doing
anything.
49
EXERCISE 4: DEALING WITH GENDER VALUES, ATTITUDES AND
PRACTICES
Exercise 4 aims to help you to analyse how societies perpetuate values,
attitudes and practices leading to gender discrimination and to identify ways
in which you can effectively support gender equality.
Exploring values and practices can sharpen awareness of factors important
to the process of gender analysis. It is beneficial for those involved in policy
development and analysis to ask:




How do values and attitudes heighten perception and willingness to
investigate?
In what way might these cloud their vision or prevent them from asking
questions and hearing answers?
How do values and attitudes – their own, those of the system and those
of society – limit the range of policy options proffered?
How might they make these values and situations of conflicting and
competing values explicit in the range of policy options put forward?5
Task 1: Values Diagram – gender values, attitudes and practices6
Status of Women Canada, Gender-based analysis: A guide for policy-making, http://www.swccfc.gc.ca/pubs/gbaguide/gbaguide_e.html#2_1
6 This task is modified from Asia-Pacific Economic Cooperation, Gender Analysis, Concepts and Practice
Training Manual for Gender Focal Point Network Workshop, May 2008.
5
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The Values Diagram below illustrates deep-rooted values and attitudes about
gender and institutions or systems that perpetuate these values. It is to be
noted that practices continue to inform and support values and attitudes
concerning gender and the diagram could also represent as a circular
process.
Practices observed in society reflecting values and attitudes
concerning gender perpetuated by
institutions and systems
Institutions that perpetuate values and
attitudes about gender
Values and attitudes concerning gender
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Example
An issue statement: Little girls are gentle and boys are tough.
Practices: Occupational segregation; for example dominant
male workforce in engineering or IT fields and female
workforce in childcare or teaching.
Institutions: Educational institutes, industry, and/or society
reinforce this view by encouraging girls and boys to take
different subjects and career paths.
Values and attitudes: Women and men have a different
disposition and therefore certain occupations are only for
men or for women.
Complete the Values Diagrams using an issues statement provided. Note
that:

gender values and attitudes refer to those systemic features in society
that enforce gender equality or inequality; and

gender practices refer to the results of gender values and attitudes
and institutions that perpetuate these practices.
An issue statement 1: Women should have no experience in relationships
when they get married and men need to be experienced when they get
married.
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Practices:
Institutions:
Values and attitudes:
An issue statement 2: Women should breastfeed therefore they should stay
home with children.
Practices:
Institutions:
Values and attitudes:
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Task 2: Problem Wall – solution tree7
Write a problem or an issue that you have encountered or may encounter in
addressing gender in policy development on the Problem Wall and a possible
solution to it on the Solution Tree.
Problem Wall
7
Status of Women Canada, Vibrant Communities, tamarackcommunity.ca/downloads/gender/Tools.pdf
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Solution tree
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9.
GENDER ANALYSIS CHECKLIST
This self-checklist provides you with the key element for developing genderaware policy, programs or services. You can use the checklist particularly
when initiating a policy, program, service or other initiative.

Will the policy, program or service affect the daily life of part/s of the
population?

Do the issues being addressed in this policy, program, or service affect
women specifically?

If yes, which groups of women are affected, and how are they
affected?

How will women engage in the development of this policy, program, or
service – as customers or as stakeholders?

Do you have gender disaggregated data on this issue (i.e. separate
data for women and men)?

Does the proposed policy, program, or service support gender equity?

Who might not be included in this policy, program, or service?

Is there value in linking with other government departments or
agencies on this issue or opportunity?

How do you plan to communicate the policy, program, or service in
ways that respect and include diverse groups of women (e.g.
Aboriginal and Torres Strait Islanders, people from culturally and
linguistically diverse backgrounds, lower socio-economic groups,
lesbians, those with a disability, from different age groups and rural,
regional and remote areas)?
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
Will you monitor and evaluate the policy, program or service against
indicators which show the participation, impacts on and improved
quality of life for women and girls – as well as any unintended
consequences for women and girls?

Will your monitoring and evaluation methods include the engagement
of diverse groups of women?

Do you have staff who have had training in gender awareness and
gender analysis?
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