...What is the role of women in fostering development? Discuss the influence of gender on household expenditure, human capital and policymaking. (word limit : 1500) Women paly an immense role in development, be it physical, moral or emotional development. Their role in eradicating hunger and poverty and development and current challenges is becoming very crucial (EGM, 2011) as is evident from the 56th session of the Commission on the Status of Women (CSW) in 2012, who prioritized their theme on these key areas. They contribute in a multitude of ways to ensure their family and society is brought out of poverty. Many of the activities performed by the rural women are not identified as “economically active employment” in the national accounts but are important and essential for their households (FAO, 2011). They constitute a major share of labor on the family farms (UNIFEM, 2005). Prominent gender inequalities often keep then from enjoying their social and economic rights. Access to decent work, which they could use in turn to leverage upon to improve their socio-economic condition, is limited too for them (FAO/IFAD/ILO, 2010b). As a result of this a huge social and economic cost is imposed on the society and it also tends to impede the process of rural development with problems that include lags in agricultural produce (EGM, 2011). They play an important role in translating the agricultural produce into food and nutrition security and also for the well being of their families...
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...Report No 55 Gender and Development: Concepts and Definitions Prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource by Hazel Reeves and Sally Baden February 2000 BRIDGE (development - gender) Institute of Development Studies University of Sussex Brighton BN1 9RE, UK Tel: +44 (0) 1273 606261 Fax: +44 (0) 1273 621202 Email: bridge@ids.ac.uk Website: http://www.ids.ac.uk/bridge/ © Institute of Development Studies ISBN 1 85864 381 3 Contents 1. Introduction ........................................................................................................... 1 2. Quick Definitions ................................................................................................... 2 3. Detailed Explanations and Further Reading ....................................................... 4 Culture ..................................................................................................................... 4 Gender Analysis ...................................................................................................... 6 Gender Discrimination ............................................................................................. 7 Gender Division of Labour....................................................................................... 8 Gender Equality and Equity................................................................................... 10 Gender Mainstreaming ................
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...Report No 55 Gender and Development: Concepts and Definitions Prepared for the Department for International Development (DFID) for its gender mainstreaming intranet resource by Hazel Reeves and Sally Baden February 2000 BRIDGE (development - gender) Institute of Development Studies University of Sussex Brighton BN1 9RE, UK Tel: +44 (0) 1273 606261 Fax: +44 (0) 1273 621202 Email: bridge@ids.ac.uk Website: http://www.ids.ac.uk/bridge/ © Institute of Development Studies ISBN 1 85864 381 3 Contents 1. Introduction ........................................................................................................... 1 2. Quick Definitions ................................................................................................... 2 3. Detailed Explanations and Further Reading ....................................................... 4 Culture ..................................................................................................................... 4 Gender Analysis ...................................................................................................... 6 Gender Discrimination ............................................................................................. 7 Gender Division of Labour....................................................................................... 8 Gender Equality and Equity................................................................................... 10 Gender Mainstreaming ................
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...Women in development (WID) is an approach to development projects that emerged in the 1970s, calling for treatment of women's issues in development projects. Later, the Gender and development (GAD) approach proposed more emphasis on gender relations rather than seeing women's issues in isolation.[1] Ever since the First World Conference on Women in Mexico City in 1975, approaches to «women's issues» have changed considerably. Development agencies, including FAO, first advocated the Women in Development (WID) approach, which was useful in making the importance of women's productive work more clearly visible, as well as in recognizing women's essential role in development. This approach focused on using development resources to improve women's conditions, for example through projects for women. However, the WID approach tended to focus solely on women as a separate, homogeneous entity and to ignore the basic structure of the unequal relations between women and men. Because it failed to take into account the wider social and economic context, WID often ignored the issues of how men might be affected and how important gender interactions are. | Over time, WID evolved into Gender and Development (GAD), which focuses on analysing the roles and responsibilities that are socially assigned to women and men, the social relations and interactions between women and men, and the opportunities offered to one and the other. The GAD approach defines gender and the unequal power relations between...
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...|Gender Identity | |Hormonal and Behavioral Interactions Affect Determination of Gender Identity | |To explain how hormones affect gender identity and sexual behavior or examine how the interaction between hormones and behavior can be | |somewhat complicated. It would be easier to explain if we could say that behavior is caused unequivocally by hormones in the body. What | |has been established though is that elevated levels of hormones increase the chance of certain behaviors, and certain behaviors increase | |the likelihood of change in hormones. What also has been established is that hormones carry messages and that they can affect facets of | |the body at different times (Kalat, 2001). When the body requires a certain process to be done or needs a certain protein made, the | |brain emits a signal to make a certain type of hormone. Those signals are sent through other kinds of hormones that are also in the body.| |Puberty is the time when hormones disperse and levels rise. The testosterone levels in males are usually higher than the estrogen levels | |and that’s when tissue and muscle growth give rise to masculinity. In females, the estrogen levels predominate resulting in femininity. | |At any rate, the lessened or heightened amount of either of these hormones in the...
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...Question 7: What are the strengths and weaknesses of the Gender And Development (GAD) approach for oppressed communities in the Caribbean? Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development and building good governance within ones country. With a mouthful said, I can now turn my attention to the matter at hand. One could ask what is gender and development? The fact is, there is no true meaning for this, however theorist have pieced together that, the Gender and Development (GAD) approach is a way of determining how best to structure development projects and programs based on analysis of gender relationships, in other words it focuses on the socially constructed basis of difference between men and women, economic, political and cultural forces that determine how men and women participate in, benefit from, and control project resources and activities differently and it also places a great emphasis on the need to challenge existing gender roles and relations. This approach shifts the focus from women as a group to the socially determined relations between women and men. With the birth of this approach it is constantly being compared with the WID, they both have perspectives that are theoretically distinct; although in practice it is less clear, with a program possibly involving elements of both. It was developed in the 1980s as an alternative to the Women in Development (WID) approach...
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...Dameka Towner PSYC 340 07/29/13 The effects of Hormones and behavior on gender identity Gender development begins when a baby is conceived, which why most women want to know the sex of their child as soon as possible. Boys and girl are treated different from the day they are born, causing the environment- nurture to affect gender development. Although nurture has a major influence on gender development, biological factors-nature also play a major part in the effects of gender development. In this paper the discussion that will address is the interaction between hormones and behavior and how they affect gender identity, also how the argument of how nature and nurture is the main affect gender identity. Biological factors play a huge role in children’s growth development. For example, boys and girls develop with a significantly different sex organs, and they also become more different when the onset of puberty sets in. Puberty is when the chemical messenger called hormones start to help with the formation of appearance from the physical changes occurring inside the body of an adolescent. According to Oswalt & Dombeck (2013), some researchers introduced the thought of same sex hormones that make sex organs differentiation in the uterus, which later triggers puberty. Naturally, human bodies go through the stage of puberty, and hormones have a lot to do with the development of the individual body during the onset of puberty. Hormones are leading players in the body’s...
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...DEVELOPMENT OF HUMAN SEXUALITY NaShawn Edwards July 10, 2013 DEVELOPMENT OF HUMAN SEXUALITY A young boy sits and watches children playing on the playground, trying to see which activity he wants to engage in. He sees a group of boys playing basketball on one side and down the way he sees a group of girls playing “double dutch” jump rope. Off to the side of them are some boys watching and talking to them, flirting. The young boy decides he wants play jump rope with them. The young man approaches the girls and they invite him to join them. The young man makes his first attempt to jump in the ropes. As soon as he is ready to jump in, he’s pushed from behind. The push is so forceful that he stumbles into the ropes, tangling them around him and falls to the ground, scraping his knee badly. He looks up and sees one of the boys that was watching the girls play jump rope, had pushed him. He started shouting obscenely things at the young boy and soon begin punching hitting and kicking him. The young boy didn’t know what he did wrong and why he was being treated this way. An adult saw what was going on and ran to stop it. He then took the young boy home with the little boy asking “Why?” See the young boy didn’t know that jump rope was known as “femininity”. He was raised to be open-minded and androgynous. The other boy was raised and taught the masculine gender roles and what he is appropriate and inappropriate behavior. Somehow, the other boy felt that the young boy’s behavior...
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...Gender and Development Theories, Wid, Wad and Gad, Their Strengths and Weaknesse In: Other Topics Gender and Development Theories, Wid, Wad and Gad, Their Strengths and Weaknesse INVESTING IN AFRICA’S FUTURE FACULTY OF HUMANITIES AND SOCIAL SCIENCE Name: Chupical Shollah Manuel Reg Number: R 086305 HU Lecturer: Musvosvi, E (Ms) Course: Gender and Development (HSO 306) Question: Briefly discuss the following theories and show the strengths and weaknesses of each approach to Gender Development; WID, WAD and GAD. Gender relates to the social constructions and relations between men and women and it does not simply look at maleness or femaleness. Development is a multidimensional concept but in general it entails social upward mobility and empowerment but not limited to this. In studying gender relations and development it is of great importance to look at the approaches adopted by feminists in redressing and addressing social disparities. There are many approaches but shall give considerable to WID, WAD and GAD and give their contributions to development as well as their strengths and weaknesses. One of the most famous approaches to development was the feminist Women in development (WID). This was adopted in the 1970s in response to women movement in the west. The women in the west advocated for inclusion of women who have been excluded from development policies and programs. Baserup (1979) point out that the...
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...Gender and Development Gender-role development is one of the most important areas of human development. The moment a women finds out she is pregnant she is often anxious to find out the sex of her child. The definitions of the terms "sex" and "gender" need to be understood. The term "sex" denotes the actual physical makeup of individuals that define them as male or female. Sex is determined by genetic makeup, internal reproductive organs, the organization of the brain, and external genitalia. The behavior of individuals as males or females, the types of roles they assume, and their personality characteristics, may be just as important as a person's biological framework. In order to differentiate between biological features one may take into consideration behaviors and social roles to establish "gender." Sex and gender are often intertwined, and certain social expectations can be attributed to one’s biological sex. The sex of a newborn sets the agenda for a whole array of developmental experiences that will influence the person throughout his or her life. Overall, the sex differences between boys and girls in the first year of life are minimal. Boys may be a bit more active or fussier and girls more physically mature and less prone to physical problems, but that may be the extent of the significant differences. Mothers have a tendency to ignore more of their son's emotional outbursts in comparison to their daughters' outbursts. Boys may be rough-housed or played with in...
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...Abstract There has been an ongoing debate over what affects gender identity more, nature or nurture. One’s gender is decided at the time of conception. Gender identity is defined as a personal belief of what it means to be a boy or a girl (Ghosh, 2013). As children grow and develop they are exposed to ideas, attitudes, behaviors, and beliefs that aid in the development of their sense of self (Witt, 1997). It is impossible for a child to grow to adulthood without experiencing some form of gender bias, such as boys should not wear pink and girls should not play sports. The gender stereotypes they experience at home is reinforced by additional ones they are exposed to in school and from friends (Witt, 1997). Most times children will develop a gender identity that matches his or her genitalia but sometimes this is not the case. So the question remains, what affects an individual’s gender identity more, nature or nurture? Gender Identity Gender identity is defined as a “complex system of beliefs about the subjective self in relation to masculinity and femininity” (Ault & Brzuzy, 2009, p. 187). Gender roles, maleness, and femaleness, have been argued to be a factor of environmental influences, the nurture aspect of child development, and nature, the biological aspect. “Gender identity presents itself in how people outwardly express masculinity and femininity in everyday life and how others respond to this expression” (Ault & Brzuzy, 2009, p. 187)...
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...attempts to analyse, using appropriate illustrations, the extent to which gender stereotyping conforms to Jean Piaget’s four stages of development, which he elaborated in his Theory of Cognitive Development. It will first begin by clearly defining the terms; ‘gender,’ ‘stereotype,’ and hence the term ‘gender stereotyping.’ It will thereafter define cognitive development and will furthermore discuss in depth the stages of cognitive development, which are sensorimotor, preoperational, concrete operational, and formal operational respectively. A critical assessment will then be made on the extent to which gender stereotyping acts in accordance to Piaget’s stages of development, to aid one have a final opinion of his Theory of Cognitive Development. Gender was a word used by Ann Oakley and others in the 1970s to describe the characteristics of men and women that are socially determined, in contrast to the ones that are biologically determined. Gender is therefore a term referring to the social and cultural construction of men and women. The word stereotype is defined as an organised set of beliefs concerning the characteristics of all members of a defined group (Golombok, 1995). Therefore, gender stereotyping is the overgeneralisation about the characteristics of an entire group of people based on their gender. It is the perception of people on how others should behave. According to Piaget (1952), cognitive development was a progressive reorganisation of mental processes as a result of...
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...ATHROPOLOGY OF GENDER AND DEVELOPMENT [HANTH 107] INTRODUCTION Defining Key Concepts Gender is not about women as most people think. Gender is about both men and women. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Sex on the other hand refers to the biological differences in chromosomes, hormonal profiles as well as internal and external sexual organs or genitalia.The term sex since classical times has been used to designate matters related to biological and anatomical makeup of a person. Thus while ones’ sex as male or female is a biological and universal fact that is however not the same with gender since sex is tends to be similar across all cultures while gender varies one society to another. Sex relates to the biological characteristics that categorise someone as either female or male; whereas gender refers to the socially determined ideas and practices of what it is to be female or male. Patriarchy - Systemic societal structures that institutionalise...
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...HOW COMMUNITY PARTICIPATION IN TFD FOR GENDER BASED VIOLENCE CHALLENGES PATRIARCHY BY Agnes Nthenda UNIVERSITY OF MALAWI FACULTY OF HUMANITIES FINE AND PERFORMING ARTS DEPARTMENT- DRAMA SECTION SUBMITTED IN PARTIAL FUFILMENT OF THE REQUIREMENTS FOR A BACHELOR OF ARTS DEGREE IN HUMANITIES. 26 AUGUST 2013 ABSTRACT This dissertation explores the use of community participation in TfD for Gender based violence in challenging patriarchy. It discusses the idea of TfD and community participation in relation to patriarchy and gender. It also discusses the idea of community participation in relation to TfD, Patriarchy and participation in gender related projects. The analysis in this dissertation focuses on GEWE project which was carried out by CRECCOM as a form of TfD for gender based violence. I look at field work in research, i conduct the performance analysis of the TfD for gender based violence performance and i conduct the analysis for the whole case study, i provide evidence for gender based violence and patriarchal rule in the community and i analyse the involvement of both men and women in the performance and how this helps in challenging...
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...PROMOTING GENDER EQUALITY How can we increase the likelihood of women benefiting equally from development activities? What strategies have proven to be effective in the field? This tipsheet summarises strategies which have worked in practice, based on findings from a review of 85 evaluations undertaken by bilateral and multilateral agencies from 1999 to 2002. There was a great deal of consistency in evaluation reports about the most effective strategies for addressing gender equality issues, regardless of the type of assistance, the donor agency, the partner country or sector. Findings from the review also support anecdotal evidence about how to promote gender equality in development programming. Involve stakeholders from civil society in dialogue on objectives and activities. National machineries for women, local women’s organisations, NGOs and other local advocates for women’s rights can play a key role in setting directions for country strategies and in activity design. They can hold institutions accountable for addressing gaps between commitments and practice. Make long-term commitments to partners and activities. This is essential for sustainable progress towards gender equality at both macro and micro levels. Discuss gender equality with partner countries Dialogue to develop partnerships on gender equality is needed when agencies are developing country assistance strategies, and also at the activity level during design and implementation. This means that development workers...
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