Evaluation of a masculinity and gender equality intervention for primary school boys

• Published in: Journal of psychology in Africa Vol. 31; no. 5; pp. 481 - 487
• Main Author: Visser, Maretha
• Format: Journal Article
• Language: English; French; Portuguese
• Published: Philadelphia Routledge 03.09.2021; Taylor & Francis Ltd
• Subjects: Brief interventions; constructive masculinity; Data; Egalitarianism; Elementary schools; Empathy; Equality; Family relations; gender equality; Gender equity; Gender inequality; Gender stereotypes; Hero Empathy intervention; Intervention; Masculinity; mixed methods evaluation; Mixed methods research; Perceptions; primary school boys; Self esteem
• ISSN: 1433-0237; 1815-5626
• DOI: 10.1080/14330237.2021.1978165

Interventions to promote gender equality with children should focus on constructive perceptions of masculinity. This study aimed to evaluate a brief intervention to promote constructive gender perspectives among South African primary school boys. Participants were Grade five boys attending 10 primary schools (n = 549, black = 100%; age range: 10-12). They completed the 12-session Hero Empathy Programme in two phases over a two-year period at their schools. They completed measures on gender perceptions, self-esteem, and family relationships pre- and post-intervention. In addition, a sub-sample of the boys (n = 100) participated in focus group discussions. The results following t-test analyses of the quantitative data indicated the boys to have significantly more egalitarian gender perceptions after the first phase of the intervention, but not after the second phase. Thematic analysis of the qualitative data indicated the boys to question gender stereotypes, respect girls more, and to not endorse abuse of girls. The findings suggest that a brief masculinity and gender equality intervention would be effective for young schoolboys exploring their gender identities.