INTRODUCTION:

The concept of `gender' was instituted out of patriarchal system. Development taking place in a patriarchal structure offers an inferior position to women, denies them equal access and control over crucial resources that are responsible to enhance quality of life and one's potential to contribute to development of society.

In India, even after over 50 years of independence girls and woman are considered second-class citizens. Violence against women is on a rise. Women are very vulnerable to exploitation and injustice from society. Unmarried, widowed, separated and divorced women across classes and communities suffer from dependency and are considered burden to family and society. Remarriage is more difficult for women than men. In India, literacy rate of males is 76% and of females is 54%.

`Human Development Report, Maharashtra State 2002' in it's chapter of `Gender Issues' mentioned that “ In absence of gender discrimination, a population should contain as a norm at least 1,050 women for every 1,000 men, because of inherent biological superiority of women. However, due to non-acceptance of a female child in society; deficit of women, in absolute terms, has been rising steadily from slightly more than 2,00,000 in 1901 to nearby four million in 2001, jumping by more than a million in the last decade.” A deficit of this magnitude is a sure sign of socio-economic condition that are so punitive to women as to wipe out their biological Advantage.

A female must first survive, and then grow to lead a normal life and flourish. For this, she requires capabilities that equip her to increase the range of options to decide what kind of life she wants to lead. She needs freedom to pursue her needs and interests. Female deaths at different ages result in warped female-male ratio in the population at different ages. Within this imbalance is the story of gender discrimination and deprivation. ( Bhasin Kamala, 1993)

Social customs of female foeticide, dowry, the system of parda (Use of Veil), male polygamy etc. have further weakened her. Without proper education and professional training, she cannot earn her own livelihood and hence have subjected to ill treatment and enslaving. Incidences of rape and other forms of sexual abuse, wife battering and dowry deaths are rampant. Such violence and continued sense of insecurity that is installed in women, keep them bound to home, economically exploited and socially suppressed.

Women's status is not merely limited to income but by socially determined norms over which she has little control. (Gerda Lerner, 1986) These `social norms' which support inequality between men and women is one of the major causes of the backward status of women socially, economically, educationally, politically and health wise. Institutions like religion, family, school, media, marriage, etc. work to propagate and confirm these pre-determined gender ideas and stereotype values in the upcoming generations.

In order to understand these norms one needs to look at origin of `gender'. Men and women are different biologically. They play different roles in reproducing the human species. Building on this biological difference, every culture has evolved roles, traits and forms of behaviour, that are thought to be typical of men and women. Some forms of behaviour are considered to be feminine and others masculine.

Similarly, some tasks are found suitable for men and others for women. These traits and roles are not handed down to men and women by their biology. Quite a lot of it is creation of society. Gender is part biology and part social construction. When we talk about `sex' of a person it means that a person is born a female or a male. So, sex is an element of biology. But one grows up in society to become a woman or a man; this is `gender'.

Females are vulnerable. The gendering process has subjugated them. They are victims of the oppressive relationships and gender-bias world. Hence, there is an ardent need to target them first to sensitise about gender realities. In the present effort of creating awareness of gender issues to change mindsets and to modify relationships, women are the prime focus. Having become conscious of their condition, women might try to come out of their dependence and emancipate themselves from rigid traditions and prejudiced values.

 

Objectives:

1. To estimate existing level of gender sensitivity among college going adolescent girls.
2. To develop a workshop to discuss gender related concepts and issues.
3. To execute specially designed workshop for selected target group.
4. To test effectiveness of workshop in developing gender sensitivity among target participants.

 

REVIEW OF LITERATURE:

In India, we also have the syndrome of incestuous rape. Most tragic incident in recent times is case of Naseema, a 14 years old girl of Bombay suburb, who was raped thrice by her own father because he harboured the superstitious belief that intercourse with a virgin who had not attained puberty would rid him of his venereal disease. The heinous, inhuman act did not cure him of the disease. Instead, Naseema, got infected. When he saw this, his anger knew no bounds and instead of feeling guilty or repentant of crime he had committed, he sold the now expendable girl to a brothel for a sum of Rs. 500/-. Naseema's mother and brothers could do nothing to save her.

Quality of life and liberty ought to be similar for a human being irrespective of the person's sex-identity. ( Shoma Chatterjee, 1988)

The foremost leaders of national struggle for freedom have supported expansion of education opportunities of women but only as a role of good wives and mothers and not as active participants in the process of development of country.

Problems faced by women and girl child for education:

1. Reasons why education is not accessible to rural women:- She is poor. Sheer business of survival drains her of all energy. Women are caught in a vicious circle where their inability to educate themselves lend credence to stereotype.

2. Gender divide in education:- Gender discriminates person as masculine and feminine, and thus feminine ideology is of domesticity, and glorification of marriage and motherhood legitimates sexual division of labour, relations of authority of men over women.

3. Social attitude towards girl education :- Social factors like early marriage or parental apathy to girls denies them from education.

4. The problem of waste and drop-out:- In 1971, an NCERT study reported that 70 out of 100 girls enrolled in class one, drop-out before class five and are likely to revert to illiteracy. (Vijayeshwari Rao, 2004).

5. Homemaker besides shouldering whole burden of child bearing and rearing, finds housekeeping and care of family members as a highly demanding, time consuming, repetitive, complex, conflicting and stressful task.

6. Even with women moving to work situation outside house, roles of husband and wives remained the same. Professional roles interfere with and create difficulty in their family role performance, and vice versa. Balancing of motherhood and career appears particularly stressful when children are young and when there is none to help them.

7. Run' between job responsibilities, fatigue of spouse not co-operating and burden of household responsibilities caused greater stress to 84 % of the gainfully employed homemakers.

8. Feeling sad, confused, anxiety, anger, inability to decide and loneliness were seen as major psychological symptoms. Tension headaches, feeling of tiredness, low feeble voice, trembling body, losing appetite, dry mouth and cold hands were the highest occurring physiological symptoms. Crying silently, scolding children and skipping food were the main behavioural symptoms experienced due to stress by employed homemakers. (Saramma Royce, 2005).
9. Quite often we find that a daughter-in-law is tortured for producing only female children. Obvious or ignorant perhaps, of the fact that it is the male who is responsible for sex of the child and not mother.

In Indian societies, a male child is much more preferred than a female child. However in no other country is medical technology so blatantly misused through a network of clinics and centres to discriminate against female babies, as in India. A son enjoys a preferential status in most Indian societies. Having more than one daughter is a curse whereas any number of sons is welcome. A mother with daughters is an object of pity, one having sons is glorified. A female child is seen as a burden or liability.

Sex detection tests started in India in the mid seventies. A private clinic in Bombay during 1984-85 had performed 15914 abortions and 99% of them were of female foetuses. Public outrage following such exposures, pressurized government of Maharashtra State to enact a legislation to curb practice known as Maharashtra State Regulation of Pre-natal Diagnostic Techniques Act 1988. It only led to influx of such cases to neighbouring states, which had no such laws and Maharashtra State could not extend to cover them. In fact after the passing of law, number of female foeticides increased in Gujarat State enormously. (Jaiswal, 2005)

 

Gender sensitivity and ODL System:

Gender biases or discriminations are still prevalent at global level, so also at local level. It is, however, observed that gender biases play a very vital role in everybodys' life, knowingly or unknowingly. Adequate education could be the only solution to overcome this problem. In this context, Open and Distance Learning (ODL) mode could be of immense use. Due to its in-buit flexibility and far reaching abitlity with the help of technological innovations, ODL alone could be an effective carrier. Therefore, the present study was undertaken to examine the effectiveness of specially designed learning material (workshop manual) to measure the present level of gender sensitivity among students. The ODL system, thus, would be far more effective to impart knowledge about this topic of wider importance.

 

METHODOLOGY:

• Sample size: Total population 1200- sample drawn-100 girls, with random sampling method.

• `One pre-test and two post-tests' pattern of research design.

• Questionnaire of 100 items administered before and after execution of the workshop as pre-test and post-test.

• Comprehensive `workshop manual' prepared giving minute details to facilitate execution of specially designed workshop.

• Two `Gender Experts' actively working in field of `Women empowerment' had done critical appraisal of `workshop manual'.

• Workshop executed with 30 students at a time to facilitate interaction.

• Effectiveness and retention value of learnt concepts was determined by way of conducting a post-test and a second post-test after a gap of one month.

 

Selection of the Target Group:

Girl students of degree course in Home-Science were selected as target audience. This age group of 17-19 years old adolescents, possessed following characteristics:

• Attended puberty (Menarche) and had become young women themselves.
• Were on threshold of a new life and had acquired little independence and freedom to think on their own, from protective atmosphere of their family.
• Represented middle class, educated family background and had power to create excellent examples for masses, to follow.
• Developed a sense of maturity to comprehend significance of concepts discussed.
• Were ready to conceive new concepts and ideas to emancipate their lives if given proper guidance.

 

Selection of communication method:

According to Keval Kumar (2002) `Face-to-face communication is more persuasive and influential, particularly in an unequal communication situation. It involves interplay of words and gestures and above all, warmth of human closeness. Sincerity and enthusiasm are far easier to convey, and to react to in a face-to-face situation.'

`Workshop' was considered the most suitable communication method to convey concepts effectively in order to develop desired attitudes. Workshop had several benefits over other methods of communication.

`Workshop is regarded as a brief, intensive and participatory educational programme that can stimulate thinking and persuade action.' (Longman Dictionary) It promises in-depth discussion and review of subject from all angles to ensure active participation and actual involvement of the audience. Hence, it proved instrumental to disseminate information of new understanding and alteration of old beliefs.

After careful consideration and guidance from two `gender experts', `workshop design', was prepared with details and finalized.

The messages were encoded using various techniques in addition to speech, discussion and sharing. Some innovative methods used, to make the experience more interesting and impressive ware as follows:

• An exhibition of posters to create supportive environment,

• Use of transparencies to illustrate information,

• Introduction of role-plays to encourage participation and create empathy,

• Expression through `story-telling' to provoke thinking,

• Use of energizers and games to draw meanings and understanding.

 

Concepts chosen for specially designed workshop were:

1. Meaning of term `Gender' and its presence in one's life.

2. Gender images - Characteristics and attributes attached to particular gender.

3. Gender discrimination-Areas of discrimination between boys and girls.

4. Gender stereotypes - Creation of stereotype roles with help of different institutions like religion, culture, education, media, family etc.

5. Burden of expectations and values posing restrictions on one's behaviour and actions.

6. Gender and violence - Direct oppression as well as hidden violence and their instances.

7. Gender relations - domination Vs subordination. Women oppressing women - Power positions and their misuse.

8. Early conditioning through socialisation process- Different techniques such as psychological brain washing, reward and punishment technique, hammering, Value attachment to different forms of behaviour, etc.

9. Searching ourselves-Fear of violence, Control of social norms, Labelling of women as per gender values (Good woman Vs Bad Woman), Etc.

10. Benefits of emancipation and gender equality.

 

FINDINGS:

Tally of pre-test and post-test scores in terms of `GENDER BIASED' and `GENDER BALANCED' statements:

Table 1:

Question No.	Pre-test scores		Post-test scores
	Gender biased statements in %	Gender balanced statements in %	Gender biased statements in %	Gender balanced statements in %
1.Opinion about gender values	60	40	12	88
2.Human attributes & gender	63	37	19	81
3(a). Domestic work and Men	43	57	12	88
3(b). Outside work & women	48	52	13	87
4. Gender and Privileges	47	53	11	89
5. Gender Implications attached to women	36	64	10	90
6. Opinion about women as Weak & Vulnerable	30	70	10	90
7. Gender implications attached to men.	61	39	27	73
8. Gender ideas	40	60	9	91
9. Labelling of women.	60	40	24	76
TOTAL	488	512	147	853

 

The table above revealed figures that showed comparison between support of respondents given to `gender biased' and `gender balanced' statements, in pre-test as well as in post- test. A clear variation could be seen in figures of pre-test and post-test. Just a little below half i.e.48.8 % respondents had advocated the gender-biased view in pre-test. Where as, in post-test, only 14.7 % respondents held on to it. More than 85% participants, in post-test, supported a `gender balanced' perspective. This showed a shift in opinion of participants after execution of `workshop on gender sensitivity'.

Below given chart depicted increase in gender-balanced inference respondents drew in post-test.

Table 2: Comparison of scores of post-test and post-test-2 :

Question No.	Pre-test Scores		Post-test Scores		Post-test no.2 Scores
	Gender biased statements in %	Gender balanced statements in %	Gender biased statements in %	Gender balanced statements in %	Gender biased statements in %	Gender balanced statements in %
1	60	40	12	88	13	87
2	63	37	19	81	20	80
3 (a)	43	57	12	88	14	86
3 (b)	48	52	13	87	11	89
4	47	53	11	89	11	89
5	36	64	10	90	7	93
6	30	70	10	90	11	89
7	61	39	27	73	29	71
8	40	60	9	91	11	89
9	60	40	24	76	25	75
TOTAL	488	512	147	853	152	848

Above table depicted a tally of scores of post-test and post-test-2. An additional post-test was conducted to acquire their responses to same questionnaire over a period of one month, after workshop was executed. The idea was to ensure level of retention of values and opinions generated in them by workshop.

Obtained results revealed that a very negligible difference was seen in scores of both post-tests. Therefore, it could be stated that even thirty days after workshop, participants had retained gained knowledge and values. This further boosted effectiveness of the workshop in not only altering gender-biased viewpoint of respondents but also creating a lasting impact on their minds.

 

CONCLUSION AND RECOMMENDATIONS:

The specially designed workshop to develop `Gender Sensitivity' among college going adolescent girls proved very effective in achieving its objective. Innovative techniques used in workshop, provided information efficiently about various gender concepts and issues. It also stressed the need to develop a gender-balanced attitude among society, beginning with girls and women themselves. There was a remarkable reduction in gender-biased view- point of target participants. They developed a gender-equality outlook towards life.

Second post-test executed on same sample with same questionnaire to confirm results of first post-test and also to find out retention value of concepts learnt, after a period of a month. It was found that results were tallying with negligible difference in scores of two post-tests. This confirmed validity of post-test scores. Also established effectiveness of workshop in communicating the meaning and retaining the same for lasting impact.

`Workshop manual' would enable repetition and would prove helpful in proficient handling of specially devised workshop.

We can hope to bring about a comprehensive development in the world by introducing a healthy change in society; making it `Gender free' and installing an equitable system, with sustained efforts in,

• Developing understanding in women about gender (patriarchal) impact on their lives,

• Encouraging them to stand on their own against exploitation,

• Equipping them with knowledge and skills to earn their own livelihood, make their own decisions and control their own lives,

• Emancipating themselves from clutches of wrong beliefs,

• And helping to alter ideology of society and accelerate development!

REFERENCES:

 

Bhasin Kamla, (1993), “What is patriarchy?”, Raj Press, New Delhi.

G. S. Jaiswal, (March 2005), “Foeticide: The concept and the law”, Social Welfare, Vol.51, No.12.

G. Vijayeshwari Rao, (2004), “Women and Society”, Himalaya Publishing house, New Delhi.

Gerda Lerner, (1986), “The creation of patriarchy”, Oxford and New York: Oxford university press.

Keval Kumar, (2002), “Mass Communication in India”, Jaico Publishing House, Mumbai.

“Longman Dictionary of English language”, Longman Group, Great Britain.

Saramma Royce, (March 2005), “Stress- experienced by homemakers with young children”, Avinashilingam Deemed University, social welfare, vol: 51,no.12.