Evaluating the Impact of the “Gender Equity Movement in Schools” (GEMS) Intervention on Gender Knowledge and Attitudes Among Male Adolescents in Bangladesh: A Mixed-Methods Cross-Sectional Study.
Outcomes: Child, Early, and Forced Marriage, Gender‑Based Violence
View SourceKey Social Norms Takeaways Gender norms among adolescent boys are shaped by a complex interplay of school-based interventions, family environments, peer influence, and media exposure. While structured programs like GEMS can challenge inequitable norms, deeply embedded social norms—especially those reinforced within households—can limit attitudinal change. Norm change is gradual and requires consistent exposure, reflection, and reinforcement across multiple social contexts to translate knowledge into internalized equitable beliefs.
Objectives This study aimed to evaluate the impact of the Gender Equity Movement in Schools (GEMS) intervention on gender-related knowledge and attitudes among male adolescents in Bangladesh, with a focus on post-intervention differences between exposed and non-exposed groups.
Methods A mixed-methods cross-sectional design was used, combining a quantitative survey of 234 male adolescents with two focus group discussions. Gender attitudes were measured using the validated Gender Attitudinal Scale (GATS), while knowledge of gender issues and gender-based violence (GBV) was assessed through structured questionnaires. Qualitative thematic analysis explored perceptions of gender roles, norms, and intervention experiences. Social norms were captured through attitudinal measures (GATS) and qualitative insights into perceived roles, peer influence, and family dynamics.
Intervention Details The GEMS intervention is a school-based, gender-transformative education program delivered through 26 sessions across nine modules over two academic years. It includes classroom discussions, participatory activities (e.g., role play, games), a student diary for reflection, teacher training, and community outreach. The program aims to challenge harmful gender norms, promote gender equality, and prevent GBV by engaging adolescents in critical dialogue and reflection.
Results GEMS-exposed adolescents demonstrated significantly higher knowledge of gender issues and GBV, including greater recognition of harmful practices and awareness of support services (e.g., threefold higher knowledge of services). However, gender attitudes (GATS scores) were paradoxically higher among non-exposed students. Within the intervention group, greater session attendance was associated with improved attitudes, indicating a dose–response effect. Qualitative findings showed shifts toward more equitable views on gender roles, though traditional norms persisted. Family factors—such as parental education and maternal involvement—strongly influenced attitudes.
Conclusions The GEMS intervention effectively improves gender-related knowledge but has limited and uneven effects on transforming gender attitudes among male adolescents. The findings highlight that social norms are reinforced across multiple domains, particularly within families, and cannot be shifted by school-based interventions alone. Sustainable norm change requires multi-level strategies that integrate education, family engagement, peer influence, and media to reinforce equitable gender norms over time.
Norms Addressed
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