Promoting Gender Sensitivity among Boys in Egypt

By Cynthia P. Green, Ph.D., Mona Selim, M.S., M.P.H., Amel Gamal, and Ola Mandil

Centre for Development and Population Activities 1133 21st Street NW, Suite 800 | Washington, DC 20036 | www.cedpa.org

Abstract
Background The New Visions Program, a nonformal education program for boys and young men aged 12-20, was implemented in 11 governorates of Egypt during 2002-2004. The programs objectives were to increase the reproductive health knowledge and gender sensitivity of young men and encourage the development of key life skills. Over a six-month period participants attended 64 educational sessions taught by trained facilitators in youth centers. Objective To determine whether participants in the training program experienced changes in self-expression, gender sensitivity, reproductive health knowledge, and life skills.

Crude Mean Scores of Outcome Indices

Outcome Index Gender Equity Gender Roles I&II combined GBV Domestic Violence Attitudes Basic Life Skills Smoking/drug related behavior Decision-making RH Attitudes on Male Roles & MCH/FP HIV Knowledge 5-20 0-5 18.0 1.2 19.2*** 3.2*** 3-12 3-12 11.3 10.3 11.7*** 11.3*** 8-24 13.6 17.9*** 4-21 11.9 16.9*** Outcome Baseline Endline Range Mean Mean

Results
Exposure to program was a highly statistically significant predictor of a better outcome score for all 12 scales (outcome measures)attesting to the programs value. Following are the major statistically significant findings: Gender roles. With regard to the traditional division of gender roles and responsibilities, at endline respondents had more favorable views on shared responsibility in family decision making, community service, political participation and household duties than at baseline. Equitable treatment. In terms of gender equity, at endline respondents were more likely to support equitable treatment for boys and girls in relation to attire, work and marriage age than at baseline. Traditional norms. Positive shifts in attitudes toward male-female interaction, female genital mutilation and gender-based violence were found, although some respondents retained traditional attitudes on these topics. Life skills. After the course, participants reported that they were better able to cope with anger and stress, found it easier to express themselves in front of peers and had gained a greater awareness of their personal strengths and skills.

Family planning knowledge. Knowledge of a source of family planning increased from 68 percent at baseline to 94 percent at endline. HIV knowledge. At baseline, 36 percent of boys surveyed could not name any mode of HIV transmission; at endline, this percentage had declined to 11 percent. Results from the linear mixed model analysis are: Age. The boys/young mens age did not systematically affect outcome scores. Education. Boys/young men with a primary school education had lower outcome scores on many scales at baseline, by endline they generally had higher scores compared with boys with more education. When divided into three education levels, primary, junior secondary, and senior secondary and above, an inverse linear relationship was generally observed. Governorate. Boys/young men in Qena (and to some degree Beni Suef) had higher outcome scores at endline than those from Minya and Alexandria.

Methods ***=p<.001 A 2004 evaluation study in four governorates was based on a survey of 2,314 program participants before the course and 2,224 following the course. Of these, 1,477 records were matched for individuals; these records form the basis of the analysis. Results Respondents reported increased self-confidence, improved communication skills and greater ability to deal with anger and stress. Knowledge of contraceptive methods and HIV/AIDS increased significantly. Attitudes on traditional gender norms and roles began to break down. For example, the proportion of respondents who considered family decisionmaking to be a joint responsibility rose from 71% at baseline to 93% at endline. The proportion of respondents who thought a husband was justified in hitting his wife if she answers back declined from 57% at baseline to 26% at endline. Nevertheless, some unfavorable attitudes remained at programs end. For example, 35% of the respondents still thought that boys and girls should be treated differently in regard to freedom of movement outside the house.

Methodology
This study of the New Visions Program was conducted in 2004 in four governorates in Egypt -- Alexandria, Beni Suef, Minya and Qena -- in conjunction with CEDPAs partner NGOs.

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The model includes: time (baseline and endline), age, governorate, education level, employment status, having a sister attending New Horizons (nonformal program for girls), and having a mother working outside the home. Outcome measures consist of 12 scales based on the subjects reported knowledge, attitude and behaviors in: Gender equity attitudes Gender roles attitudes Gender-based violence attitudes Domestic violence attitudes Female genital mutilation/cutting attitudes Reproductive health knowledge HIV knowledge Male roles and MCH/FP attitudes Substance-related behavior Self-confidence Decision-making Environmental behaviors These scales were developed by clustering questions from the questionnaire around a central theme emphasized in the course curriculum. Six of the 12 scales had alpha scores over 6.5.

Conclusions
The New Visions nonformal education program did influence participants attitudes regarding gender roles and equitable treatment of males and females. Their knowledge of family planning and HIV increased. They also reported new behaviors such as more constructive anger management, better stress coping mechanisms, and more environmentally friendly behaviors.

Do you think boys and girls should be treated equally in terms of?
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0 Food Clothing Education Work Movt. outside house Marriage age