Gender Equality: GLOSSARY OF TERMS AND CONCEPTS
GENDER EQUALITY: GLOSSARY OF TERMSAND CONCEPTSGENDER EQUALITYGlossary of Terms and ConceptsUNICEF Regional Office for South AsiaNovember 2017Rui Nomoto
GENDER EQUALITY: GLOSSARY OF TERMS AND CONCEPTSGLOSSARYaAA-HA! Accelerated Action for the Health ofAdolescentsA global partnership, led by WHO and of whichUNICEF is a partner, that offers guidance in thecountry context on adolescent health anddevelopment and puts a spotlight on adolescenthealth in regional and global health agendas.AdolescenceThe second decade of life, from the ages of 1019. Young adolescence is the age of 10-14 andlate adolescence age 15-19. This period betweenchildhood and adulthood is a pivotal opportunity toconsolidate any loss/gain made in earlychildhood. All too often adolescents - especiallygirls - are endangered by violence, limited by alack of quality education and unable to accesscritical health services.i UNICEF focuses onhelping adolescents navigate risks andvulnerabilities and take advantage ofopportunities.Adolescent Health in All Policies (AHiAP)An approach to public policies across sectors thatsystematically takes into account the implicationsof decisions for adolescent health, avoids harmfuleffects and seeks synergies – to improveadolescent health and health equity. A strategythat facilitates the formulation of adolescentresponsive public policies in all sectors, and notjust within the health sector.iidDiscrimination (gender discrimination)“Any distinction, exclusion or restriction made onthe basis of sex which has the effect or purpose ofimpairing or nullifying the recognition, enjoymentor exercise by women, irrespective of their maritalstatus, on the basis of equality of men andwomen, of human rights and fundamental1freedoms in the political, economic, social,cultural, civil or any other field” [United Nations,1979. ‘Convention on the Elimination of all formsof Discrimination Against Women,’ Article 1].Discrimination can stem from both law (de jure) orfrom practice (de facto). The CEDAW Conventionrecognizes and addresses both forms ofdiscrimination, whether contained in laws,policies, procedures or practice. de jure discriminatione.g., in some countries, a woman is notallowed to leave the country or hold a jobwithout the consent of her husband. de facto discriminatione.g., a man and woman may hold thesame job position and perform the sameduties, but their benefits may differ.eEmpowermentRefers to increasing the personal, political, socialor economic strength of individuals andcommunities. Empowerment of women and girlsconcerns women and girls gaining power andcontrol over their own lives. It involvesawareness-raising, building self-confidence,expansion of choices, increased access to andcontrol over resources and actions to transformthe structures and institutions which reinforce andperpetuate gender discrimination and inequality.The core of empowerment lies in the ability of aperson to control their own destiny. This impliesthat to be empowered women and girls must notonly have equal capabilities (such as educationand health) and equal access to resources andopportunities (such as land and employment), butthey must also have the agency to use theserights, capabilities, resources and opportunities tomake strategic choices and decisions (such as is
GENDER EQUALITY: GLOSSARY OF TERMS AND CONCEPTSprovided through leadership opportunities andparticipation in political institutions).iiigGender Action Plan (GAP)The UNICEF Gender Action Plan serves toreinforce the commitments to gender found in theorganization’s periodic strategic plans. Thefirst GAP covered the five-year period 2014-2017and the second GAP will cover 2018-2021. Thedocument specifies how UNICEF intends topromote gender equality across all of theorganization’s work at global, regional and countrylevels, in alignment with the UNICEF StrategicPlan. The 2018-2021 GAP also serves asUNICEF’s roadmap for supporting theachievement of gender equality goals as outlinedin Agenda 2030 and the SustainableDevelopment Goals (SDGs) during the period.GenderA social and cultural construct, whichdistinguishes differences in the attributes of menand women, girls and boys, and accordinglyrefers to the roles and responsibilities of men andwomen. Gender-based roles and other attributes,therefore, change over time and vary withdifferent cultural contexts. The concept of genderincludes the expectations held about thecharacteristics, aptitudes and likely behaviours ofboth women and men (femininity and masculinity).This concept is useful in analyzing how commonlyshared practices legitimize discrepancies betweensexes.ivGender accommodatingSimilar to the concept of gender sensitivity,gender accommodating means not only beingaware of gender differences but also adjustingand adapting to those differences. However,gender accommodating does not address theinequalities generated by unequal norms, rolesand relations (i.e., no remedial or transformativeaction is developed).Gender analysisA critical examination of how differences ingender roles, activities, needs, opportunities andrights/entitlements affect men, women, girls and2boys in certain situations or contexts. Genderanalysis examines the relationships betweenfemales and males and their access to andcontrol of resources and the constraints they facerelative to each other. A gender analysis shouldbe integrated into the humanitarian needsassessment and in all sector assessments orsituational analyses to ensure that gender-basedinjustices and inequalities are not exacerbated byhumanitarian interventions, and that whenpossible, greater equality and justice in genderrelations are promoted.vGender balanceThis is a human resource issue calling for equalparticipation of women and men in all areas ofwork (international and national staff at all levels,including at senior positions) and in programmesthat agencies initiate or support (e.g. fooddistribution programmes). Achieving a balance instaffing patterns and creating a workingenvironment that is conducive to a diverseworkforce improves the overall effectiveness ofour policies and programmes, and will enhanceagencies’ capacity to better serve the entirepopulation.viGender-based constraintsConstraints that women or men face that are aresult of their gender. An example of constraintswomen farmers face might be not having title totheir land, male dominated cooperativemembership, being more tied to their homespreventing access to extension services.Constraints that are not based on gender arereferred to as general constraints.viiGender-based violence (GBV)An umbrella term for any harmful act that isperpetrated against a person’s will and that isbased on socially ascribed (gender) differencesbetween females and males. The nature andextent of specific types of GBV vary acrosscultures, countries and regions. Examples includesexual violence, including sexualexploitation/abuse and forced prostitution,domestic violence, trafficking, forced/earlymarriage, harmful traditional practices such asfemale genital mutilation, honour killings andwidow inheritance.viii
GENDER EQUALITY: GLOSSARY OF TERMS AND CONCEPTSGender-based violence in emergencies(GBViE)In emergencies, such as conflict or naturaldisasters, the risk of violence, exploitation andabuse is heightened, particularly for women andgirls.ix At the same time, national systems andcommunity and social support networks mayweaken. An environment of impunity may meanthat perpetrators are not held to account. Preexisting gender inequalities may be exacerbated.Women and adolescent girls are often atparticular risk of sexual violence, exploitation andabuse, forced or early marriage, denial ofresources and harmful traditional practices. Menand boys may also be survivors. GBV hassignificant and long-lasting impacts on the healthand psychological, social and economic wellbeing of survivors and their families.xGender biasMaking decisions based on gender that result infavoring one gender over the other which oftenresults in contexts that are favoring men and/orboys over women and/or girls.Gender-biased sex selection“Sex selection can take place before a pregnancyis established, during pregnancy through prenatalsex detection and selective abortion, or followingbirth through infanticide or child neglect. Sexselection is sometimes used for family balancingpurposes but far more typically occurs because ofa systematic preference for boys. The biologicallynormal sex ratio at birth ranges from 102 to 106males per 100 females. However, ratios higherthan normal – sometimes as high as 130 – havebeen observed. This is now causing increasingconcern in some South Asian, East Asian andCentral Asian countries.xi” (See: son preference.)Gender blindnessThe failure to recognize that the roles andresponsibilities of men/boys and women/girls aregiven to them in specific social, cultural, economicand political contexts and backgrounds. Projects,programmes, policies and attitudes which aregender blind do not take into account thesedifferent roles and diverse needs, maintain statusquo, and will not help transform the unequalstructure of gender relations.xii3Gender disparitiesStatistical differences (often referred to as “gaps”)between men and women, boys and girls thatreflect an inequality in some quantity.Gender equalityThe concept that women and men, girls and boyshave equal conditions, treatment andopportunities for realizing their full potential,human rights and dignity, and for contributing to(and benefitting from) economic, social, culturaland political development. Gender equality is,therefore, the equal valuing by society of thesimilarities and the differences of men andwomen, and the roles they play. It is based onwomen and men being full partners in the home,community and society. Equality does not meanthat women and men will become the same butthat women’s and men’s rights, responsibilitiesand opportunities will not depend on whether theyare born male or female.Gender equality implies that the interests, needsand priorities of both women and men and girlsand boys are taken into consideration,recognizing the diversity of different groups andthat all human beings are free to develop theirpersonal abilities and make choices without thelimitations set by stereotypes and prejudicesabout gender roles. Gender equality is a matter ofhuman rights and is considered a precondition for,and indicator of, sustainable people-centreddevelopment.Gender equityThe process of being fair to men and women,boys and girls, and importantly the equality ofoutcomes and results. Gender equity may involvethe use of temporary special measures tocompensate for historical or systemic bias ordiscrimination. It refers to differential treatmentthat is fair and positively addresses a bias ordisadvantage that is due to gender roles or normsor differences between the sexes. Equity ensuresthat women and men and girls and boys have anequal chance, not only at the starting point, butalso when reaching the finishing line. It is aboutthe fair and just treatment of both sexes that takesinto account the different needs of the men andwomen, cultural barriers and (past) discriminationof the specific group.xiii
GENDER EQUALITY: GLOSSARY OF TERMS AND CONCEPTSGender equality programmingAn umbrella term encompassing all strategies toachieve gender equality. Important examplesinclude gender mainstreaming, gender analysis,prevention and response to gender-basedviolence and sexual exploitation and abuse,promotion and protection of human rights,empowerment of women and girls and genderbalance in the workplace.Gender gapDisproportionate difference between men andwomen and boys and girls, particularly asreflected in attainment of development goals,access to resources and levels of participation. Agender gap indicates gender inequality.Gender indicatorsCriteria used to assess gender-related change ina condition and to measure progress over timetoward gender equality. Indicators used can bequantitative (data, facts, numbers) and qualitative(opinions, feelings, perceptions, experiences).Gender mainstreaming / integratingA strategy to accelerate progress on women’s andgirls’ rights and equality in relation to men andboys. This is the chosen approach of the UnitedNations system and international communitytoward implementation of women’s and girls’rights, as a sub-set of human rights to which theUnited Nations dedicates itself. Gender equality isthe goal. Gender mainstreaming is the process ofassessing the implications for girls and boys andmen and women of any planned action, includinglegislation, policies and programmes. It is astrategy for making girls’ and women’s, as well asboy’s and men’s, concerns and experiences anintegral dimension of the design, implementation,monitoring and evaluation of policies andprogrammes so that girls and boys and womenand men benefit equality, and inequality is notperpetuated.xivGender neutralAnything – a concept, an entity, a style oflanguage – that is unassociated with either themale or female gender. The nature of systemicand embedded or internalized bias is such that,unfortunately often, what is perceived to begender neutral is in fact gender blind.xv4Gender normsAccepted attributes and characteristics of maleand female gendered identity at a particular pointin time for a specific society or community. Theyare the standards and expectations to whichgender identity generally conforms, within a rangethat defines a particular society, culture andcommunity at that point in time. Gender norms areideas about how men and women should be andact. Internalized early in life, gender norms canestablish a life cycle of gender socialization andstereotyping.xviGender parityA numerical concept concerning relative equalityin terms of numbers and proportions of men andwomen, girls and boys. Gender parity addressesthe ratio of female-to-male values (or males-tofemales, in certain cases) of a given indicator.xviiGender planningA planning approach that recognizes the differentroles that women and men play in society and thefact that they often have different needs.xviiiGender relationsA specific sub-set of social relations uniting menand women as social groups in a particularcommunity. Gender relations intersect with allother influences on social relations – age,ethnicity, race, religion – to determine the positionand identity of people in a social group. Sincegender relations are a social construct, they canbe changed.xixGender-responsive budgeting (GRB)Government planning, programming andbudgeting that contributes to the advancement ofgender equality and the fulfillment of women'srights. It entails identifying and reflecting neededinterventions to address gender gaps in sectorand local government policies, plans and budgets.GRB also aims to analyze the genderdifferentiated impact of revenue-raising policiesand the allocation of domestic resources andOfficial Development Assistance.xxGender-rolesSocial and behavioral norms that, within a specificculture, are widely considered to be sociallyappropriate for individuals of a specific sex. Theseoften determine the traditional responsibilities and
GENDER EQUALITY: GLOSSARY OF TERMS AND CONCEPTStasks assigned to men, women, boys and girls.Gender-specific roles are often conditioned byhousehold structure, access to resources, specificimpacts of the global economy, occurrence ofconflict or disaster, and other locally relevantfactors such as ecological conditions.xxiGender-neutral programming and policiesProgramming and policies that do not centregender concerns or distinguish between gendersin their design, interventions and monitoring.Gender-responsive programming andpoliciesIntentionally employing gender considerations toaffect the design, implementation and results ofprogrammes and policies. Gender-responsiveprogrammes and policies reflect girls’ andwomen’s realities and needs, in components suchas site selection, project staff, content, monitoring,etc. Gender-responsiveness means payingattention to the unique needs of females, valuingtheir perspectives, respecting their experiences,understanding developmental differencesbetween girls and boys, women and men andultimately empowering girls and women.xxiiGender-sensitive programming and policiesProgrammes and policies that are aware of andaddress gender differences.Gender-socializationThe process of girls and boys, women and menlearning social roles based on their sex, whichleads to different behaviours and creates differingexpectations and attitudes by gender. An exampleis that concept that girls and women do morehousehold chores, such as cooking and cleaning,while boys and men do more work out of thehome. Gender roles often lead to inequality.Gender-stereotypingAscribing certain attributes, characteristics androles to people based on their gender. Genderstereotypes can be negative (i.e., women are baddrivers, men can’t change diapers) and benign(i.e., women are better caregivers, men arestronger). Gender stereotyping becomes harmfulwhen it limits a person’s life choices, such astraining and professional path, and life plans.Compounded gender stereotypes occur when5layered with stereotypes about othercharacteristics of the person, such as disability,ethnicity or social status.xxiiiGender-transformative programming andpoliciesProgramming and policies that transform genderrelations to achieve gender equity.Gender EffectA term referring to the understanding that when asociety invests in girls, the effects are deep for thegirls, multiple for society and a driver ofsustainable development. According to an essayby the president of the Nike Foundation inUNICEF’s State of the World’s Children 2011,“When a girl in the developing world receivesseven or more years of education, she marriesfour years later. An extra year of primary schoolboosts girls’ eventual wages by 10 to 20 per cent.Studies in 2003 showed that when women andgirls earn income, they reinvest 90 per cent of itinto their families, as compared to the 30 to 40 percent that men and boys contribute. Research hasalso shown that higher levels of schooling amongmothers correlate with better infant and childhealth.”hHuman papillomavirus (HPV)Human papillomavirus (HPV) is the most commonsexually transmitted infection (STI). HPV is socommon that nearly all sexually active people getit at some point in their lives. HPV is spread byvaginal, anal or oral sex with someone who hasthe virus, and can be transmitted even when aninfected person has no signs or symptoms.Symptoms can also develop years after havingsex with someone who is infected. In most cases,HPV goes away on its own and does not causeany health problems. However, there are manydifferent types of HPV; some types can causehealth problems including genital warts and 18cervical and other cancers. xxiv HPV types - 16are responsible for about 70% of all cervicalcancer cases worldwide.xxvThe U.S. Centers for Disease Control recommendthat all boys and girls ages 11 or 12 years get
GENDER EQUALITY: GLOSSARY OF TERMS AND CONCEPTSvaccinated.xxvi By March 2017, 71 countries (37%)had introduced HPV vaccine in their nationalimmunization programme for girls, and in 11countries (6%) also for boys.xxviiiIntermediate barriers/causesIntermediate barriers and causes of genderinequality, also commonly referred to as ‘genderbottlenecks’, determine options and opportunitiesavailable to persons according to their gender.These might include girls’ and women’s greaterconcerns for safety and mobility when usingwashrooms or collecting water, or heavierburdens and responsibilities in the household.International Day of the Girl ChildOn 19 December 2011, United Nations GeneralAssembly adopted resolution 66/170 declaring 11October the International Day of the Girl Child torecognize girls’ rights and the unique challengesgirls face around the world and to promote girls’empowerment and the fulfilment of their humanrights.xxviiiIntersectiona
Gender equality is a matter of human rights and is considered a precondition for, and indicator of, sustainable people-centred development. Gender equity The process of being fair to men and women, boys and girls, and importantly the equality of outcome
public sector equality duty came into force on 5 April 2011. There are five England/GB guides giving advice on the duty: 1. The essential guide to the public sector equality duty 2. Equality objectives and the equality duty 3. Equality information and the equality duty 4. Meeting the equality duty in policy and decision-making 5.
accessible and diverse gender information. It is one of a family of knowledge services based at IDS . Other recent publications in the Cutting Edge Pack series: Gender and Care, 2009 Gender and Indicators, 2007 Gender and Sexuality, 2007 Gender and Trade, 2006 Gender and Migration, 2005 Gender and ICTs, 2004 . 6.3.1 Gender mainstreaming .
to the development of an institutional gender equality plan. The template guides partners through the main stages of a gender equality plan and provides a template for the creation of an action plan based on the SAGE wheel model. The gender equality plan template
social justice movement to achieve gender equality. Religion and Gender Equality— The State of Play The relationship between religion and gender equality is a complex one. Religion plays a vital role in shaping cultural, social, economic, and political norms in many parts of the world. Similarly, gender roles and the status of women
8 2018 : Gender Equality and Womens Voice Guidance Note Our theory of change is based on CARE’s experience that achieving gender equality and women’s voice requires transformative change. CARE’s theory of change for gender equality and women’s voice work is outlined in the Gender Equality Framework (GEF) above and the graphic below. 7
GENDER EQUALITY GLOBAL REPORT & RANKING - 2022 EDITION 5 INTRODUCTION I am proud to publish our 2022 Gender Equality Global Report and Ranking. As the first organisation anywhere to formally measure gender equality in the global workplace, our fifth year is a good moment to reflect on progress but also to call out how much further there is to go.
keywords: gender identity bill - gender identity - gender discrimination – equality - human rights - european union law - national law. malta’s gender identity, gender expression and sex characteristics act – a shift from a binary gender to a whole new spectrum?
ASTM Methods. ASTM Listing and Cross References 266-267 Physical Properties 268-269 Sulfur Standards 270-271 PIANO. NEW 272-273 Detailed Hydrocarbon Analysis and SIM DIS 274-275 ASTM Reference Standards 276-303 Diisocyanates298 UOP Standards 304 Miscellaneous: Biocides in Fracking Fluids . NEW. 305 Skinner List, Fire Debris Biofuels 306-309 TPH, Fuels and Hydrocarbons 310-313 Brownfield .
