Wednesday 14 December 2016 Florence Susan Buckingham Gender Auditor Gender and environmental issues The gendering of environmental science Gendered and sexed bodies Environmental ID: 559370
Download Presentation The PPT/PDF document "Mutual Learning Event: Mainstreaming gen..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Mutual Learning Event: Mainstreaming gender in waste managementWednesday, 14 December 2016, Florence
Susan Buckingham,
Gender
AuditorSlide2
Gender and environmental issues
The
gendering
of environmental scienceGendered and sexed bodiesEnvironmental attitudesSocial roles: paid and unpaid workGender and international policies/agreementsIntersectionality
2
Mutual Learning Event: Mainstreaming gender in waste
managementSlide3
The gendering of environmental science
Science and engineering
dominated
by men from a young ageMen do most of the researchResearch tends to be gender-blind8 out of 10 drugs withdrawn
from the US drug
market
1997-2000 posed a greater health risk for women cf men Design of safety belts in cars based on a standard (male) size and shape which ignores ‘out of position drivers’A growing number (but a minority) of journals now require reporting on sex and gender relevance of R&I
3
Mutual Learning Event: Mainstreaming gender in waste managementSlide4
Women in research &
academia
Positions (EU
She Figures, 2015)WomenMenGraduating
with
PhDs
equiv47%️53%️Graduating in science, maths, computer science42%58%️Graduating with engineering, manufacturing, construction PhDs equiv
28%️72%
Researchers
(in HE &
Govt)33% (41%)67% (59%)Academic staff grade D46.9%53.1%Academic staff grade C45.1%54.9%Academic staff grade B37.1%62.9%Academic staff grade A20.9%79.1%
Mutual Learning Event: Mainstreaming gender in wastemanagement
4Slide5
Gender gap in science & engineering
5
Mutual Learning Event: Mainstreaming gender in waste managementSlide6
Gendered and sexed bodies
Pollution affects males and
females
differently……but there is an assumption of a ‘male norm’ and a ‘female other’Car safety designCellular research historically undertaken on male cellsPovertyWomen are more likely to be poor than meneg lower wages; low or no pensions; lone parentsWomen’s (sexualised) bodies are a feature of tourismGrooming requirementsMarketing appeals to insecurities around body image
Consume more toiletries, clothes > more waste
6
Mutual Learning Event: Mainstreaming gender in waste managementSlide7
Gendered attitudes towards the environment
More
women
(45%) than men (40%) believe they can protect the environmentMore women than men have taken environmentally friendly measures (
eg 56% of women have reduced waste
cf
30% of men)However, men (64%) are more likely to consider themselves well informed about environmental issues than women (60%)Special Eurobarometer 416, 20147Mutual Learning Event: Mainstreaming gender in waste managementSlide8
Gendered social roles: paid
waste
work‘A significant portion of waste pickers at open dumps in developing countries is made up of children and pregnant women…38% of women waste pickers have lost one child and 10% have lost 3 or more. According to these women, the main causes of their infant deaths were diarrhea, tetanus, smallpox, bronchitis and virus infections’ (Cointreau, 2006, World Bank)Of work options available to women with few education/options, waste offers a more dignified occupation: ‘better than turning tricks in Copacabana’ (Waste Land, Lucy Walker, 2011)
8
Mutual Learning Event: Mainstreaming gender in waste managementSlide9
Gendered social roles: paid
work
Professional waste management a masculine/ist profession IMF/Europe, 2016 0.24 ‘female share of employment’ in ‘Water supply, sewage, waste management and remediation’ UKCES, 2010 (energy and utilities) 19% of employees are women70% of all administrative and secretarial staff
10% of all professionals1% skilled trade
2% plant and machine operatives
9
Mutual Learning Event: Mainstreaming gender in waste managementSlide10
Gendered social roles: paid
work
An example of gendering of professional waste management in Santander 10Mutual Learning Event: Mainstreaming gender in waste management
Male
Female
%M
%FManagement & Senior426733Professional216733Ass Prof & Technical1101000Admin/secretarial737030Personal services201000
Sales & customer services0
4
0
100Process, plant machine operatives15501000Elementary occupations1437955Slide11
Gendered social roles: unpaid
work
Women most likely to undertake unpaid domestic and care workSorting waste in the householdBuying domestic goodsUnpaid work valued less than paidPaid work not organised to support domestic care work
11
Mutual Learning Event: Mainstreaming gender in waste managementSlide12
Gender and international policies
General Programme for Action, World Conference on Women, Beijing 1995 requires signatories to:
“…mainstream a gender perspective into all policies and programmes, so that, before decisions are taken, an analysis is made of the effects on women and men respectively.” Sustainable Development GoalsUNFCCCCOP18 - Lima Programme on Gender Equality, 2014
12
Mutual Learning Event: Mainstreaming gender in waste managementSlide13
Intersectionality
Important to consider how other differences
intersect
with gender to create inequality and affect experienceethnicityreligiona
ges
exuality
p
arenthood/caring responsibilitiesdisability13Mutual Learning Event: Mainstreaming gender in waste managementSlide14
buzz groupsSlide15
Interactive ‘buzz groups’
how are environmental issues in local areas (potentially) gendered?
In groups of c5, identify 2-3 pressing environmental issues in areas your group is familiar with (can be waste related, but don’t have to be)
How do these affect women and men differentlyCan use search enginesType: issue+gender (eg air pollution+gender)30 minutes and 15 minutes to share with whole group
15Mutual Learning Event: Mainstreaming gender in waste managementSlide16
Gender mainstreamingSlide17
Gender mainstreaming in environmental policies in the EU
Gender
mainstreamingEuropean UnionEBRD; EIGE Horizon 2020Ensuring gender balance in research teamsEnsuring gender balance in decision makingIntegrating the gender dimension in research
and innovation to improve its scientific
quality
and
societal relevancehttps://ec.europa.eu/programmes/horizon2020/en/h2020-section/promoting-gender-equality-research-and-innovation 17Mutual Learning Event: Mainstreaming gender in waste managementSlide18
Definition of gender mainstreaming
European Commission Communication on Mainstreaming, 2/1996
“all general policies and measures [be mobilised] specifically for the purpose of achieving equality by actively and openly taking into account at the planning stage their possible effects on the respective situation of men and women. This means systematically examining measures and policies and taking into account such possible effects when defining and implementing them.”18Mutual Learning Event: Mainstreaming gender in waste managementSlide19
Gender mainstreaming tools
European Institute for Gender Equality:
http://eige.europa.eu/gender-mainstreaming
EBRD Good Practice NotesEBRD Gender Toolkit Matrix http://www.ebrd.com/gender-tools-publications.html SEiSMiC Gender Action Plan and Toolkithttp://www.seismicproject.eu/
19
Mutual Learning Event: Mainstreaming gender in waste managementSlide20
Being aware of gender
(
research/policy
)What role do sex and gender play with regard to the developing technology? Are there basic anatomical and physiological differences between women and men that should be considered (e.g. in height, strength, range of motion)?What are the potential application areas of the technology (e.g. professional life, leisure activities, home)? Do these contexts suggest different patterns of use by different groups of women and men?Might women and men have different expectations regarding the interface? Do certain features of previous innovations reinforce existing gender inequalities?Have you ensured diversity within test/pilot groups?Have you identified and drawn on
gender expertise in your organisation and amongst your customers/target group?http://genderedinnovations.stanford.edu/methods/engineering_checklist.html
20Mutual Learning Event: Mainstreaming gender in waste managementSlide21
Being aware of gender
(
employment
)Creating work environments which allow all employees to care for their homes and familieseg flexible working hours, in house creche
Avoiding indirect discriminationInsisting on particular
qualifications
when
disciplines are gender unequalEnsure no gender pay gapCollect sex-disaggregated data(Photo: Johan Bävman)21Mutual Learning Event: Mainstreaming gender in waste managementSlide22
Gender mainstreaming
waste
results of an EU (DGXI) commissioned research projectSlide23
Project brief
To assess the extent to which national waste plans incorporate gender mainstreaming as an integral component of planning and implementation.
To compare waste management strategies of local authorities in
UK, Ireland and Portugal to analyse respective gender-differentiated impacts and the extent to which these are considered.Elaborate model guidelines so that women’s and men’s relative concerns, needs and aspirations re waste management are taken into account.23
Mutual Learning Event: Mainstreaming gender in waste managementSlide24
Findings of EU gender mainstreaming waste project
Waste management is a
highly masculinised
policy area in all three case study countriesOfficers, elected representatives and the public are generally unaware of the likely gendered impact of waste management & avoid ‘favouring’ one particular groupThere are gendered impacts of local waste management planningGendered impacts not consistently taken into account in waste plans
Current frameworks for waste management are not suited to take into account effects on the relative situation of women and men
Where equal opportunities expertise has been involved in decision making, there was greater gender sensitivity (and often more effective waste management) Often
good practice in gender sensitivity
in other areas which is not transferred, e.g. in race awarenessStrong statements/policy at national and transnational levels have no mechanism for being devolved to local level.24Mutual Learning Event: Mainstreaming gender in waste managementSlide25
Gender sensitive waste management practice
West Sussex:
Community council feedback loop for strategy and policy development, equal opportunities monitoring, Real Nappy Campaign, Youth Cabinet, Green Cone Waste Digesters
Dublin: Strong equal opportunities legislation and women involved in ‘soft’ waste decision making strategiesPortugal: General lack of awareness of differential gender impact of any kind of environmental problem. Equal opportunities quite weak. Waste management technology driven.
25Mutual Learning Event: Mainstreaming gender in waste managementSlide26
Gender sensitive waste management practice
“When we refer to people’s changing of behaviours, which generally take place inside the family group, we have to be aware that people change differently from one to another. And if we insist that women play an important role at home and assume the responsibility, then we are launching a message…so we should take these differences into account…Let’s imagine environmental concerns and the role played by each one…”
(Portuguese Service Deliverer)
26Mutual Learning Event: Mainstreaming gender in waste managementSlide27
focus groups
How to
run
a focus groupSlide28
How to run a Focus Group
What
is a focus group?Running a focus groupIn advanceOn the dayThe discussionClosing the discussionFollow up28Mutual Learning Event: Mainstreaming gender in waste management
Rosaline
Barbour
, 2007
“generating and analyzing interactionbetween participants” Slide29
What is a Focus Group?
A
conversation lasting
around one hour between people who share some experiences5-10 participants in a facilitated and respectful discussionGleans different views –
not seeking consensusDifferences are good as they
generate
discussionSex-segregated, or mixed?29Mutual Learning Event: Mainstreaming gender in waste managementSlide30
In advance
Identify
sex-segregated or mixed groups and invite accordingly, ensuring appropriate balance is reflected in final groupProvide printed and/or on-line information on what the FG is about, and what participants can expect
Identify facilitators and allocate
tasks
and equipment; ensure that they are familiar with the questionBook a well ventilated and appropriate size room, which enables everyone to be seated in a circle, or around a table; venue should be accessible and welcomingPlan appropriate refreshments30Mutual Learning Event: Mainstreaming gender in waste managementSlide31
On the day of the meeting
Welcome
participants and
provide them with an informed consent form which they
will need
to
sign
before the discussion startsPre-test the audio recorder and ensure there is recording capacity for at least one hourEncourage participants to sit next to people they do not know/have not worked with, in order
to avoid cliques
forming
31Mutual Learning Event: Mainstreaming gender in waste managementSlide32
The discussion
Reassure
everyone of their anonymityAfter the recorder is turned on, invite everyone to introduce themselves
by their name
and (if relevant)
their
position in their companyIntroduce an icebreakerThe role of the facilitatorTo guide the conversation to make sure all the pre-identified points/questions are coveredTo ensure everyone treats eachother respectfully and that everyone has an
equal opportunity to
speak
.
Not to enter the conversation with their own views32Mutual Learning Event: Mainstreaming gender in waste managementSlide33
Closing the discussion
Give
everyone the opportunity to add anything they felt they hadn’t been able to so farGive a brief overview of what will happen
to the data generated by the FG, and tell them how they
can
get access to thisThank themPresent them with any rewards agreed.33Mutual Learning Event: Mainstreaming gender in waste managementSlide34
Follow up
Transcribe
recording soon after the discussionFacilitators to check for accuracyTranslate into English and send to gender auditor34
Mutual Learning Event: Mainstreaming gender in waste managementSlide35
Focus group example
Demonstration
focus group for
touristsWe will participate as tourists to FlorenceYou can use this pilot as a basis for the tourist FG in your own city (although we will fine tune the
topics as a result of this exercise
)
3 focus groups of 9-10 people, by
language (Italian, French, English)It will be audio recorded – the data will be used to refine the tourist FG topic guideAnything you say will be anonymised, ie will not be directly attributed to you35Mutual Learning Event: Mainstreaming gender in waste managementSlide36
Feedback & next
stepsSlide37
Background data
By
January
, send completed survey forms to gender auditorNational reports availableData on your own organisationNow on google drive:Survey, gender briefing, and focus group briefing Newsletter on web site has full contact details
of gender consultants in (most) case study countries:
Native speakers
Gender experts
37Mutual Learning Event: Mainstreaming gender in waste managementSlide38
Next steps
By the end of
February
, 3 focus groups to have been completedI with tourists; 1 with waste managers; 1 with tourist industryFacilitators can
be yourselves, or you
can
contract outResults will be used to try to understand how waste behaviours and management are gendered CYPRUSDr Kalypso Sepou,kalypso@research.org.cy FRANCEProfessor Sylvette Denefle, sylvabelle13@gmail.comGREECEMs Maria Stratigakimstrati@otenet.gr
ITALYDr Maria Sangiuliano
marisangiuliano
@
gmail.comSmart VenicePORTUGALProfessor Cecilia Delgadocmndelgado@gmail.comProfessor Sofia Morgadosmorgado@fa.ulisboa.ptSPAINDr Sonia De Gregorio Hurtadosonia.degregorio@upm.es 38Mutual Learning Event: Mainstreaming gender in waste managementSlide39
Good luck!