An Evaluative Study on Gender Sensitisation Programme conducted for

Higher Secondary School Students

Project submitted in partial fulfilment of the Degree of Bachelor of Arts Sociology

By
R.Varshnee
21/USCA/068
Department of Sociology
Stella Maris College
Chennai

October, 2022

Under the guidance of

Dr. Shanmugapriya S
MA Sociology, MSW, MPhil, PhD, NET and JRF, SET, EMBA
Assistant Professor
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DECLARATION

I declare that the project titled An Evaluative Study on Gender Sensitisation Programme

conducted for Higher Secondary School Students submitted by R.Varshnee ,21/USCA/068 is

the work carried out during the period from July,2022 to October,2022 under the guidance of

Dr. Shanmugapriya S is original work carried out and is not part of any other related research

work.

Duly Certified by Signature of the

Student

Research Supervisor Head of the

Department
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ACKNOWLEDGEMENT

I thank the Department of Sociology, Stella Maris College, Chennai for providing an

opportunity for conducting a research study at the undergraduate level. I extend my thanks to

the Principal Dr. Sr. Rosy Joseph and the management of the college for including such

components in the syllabus for the benefit of the students. I thank Dr. J Maria Agnes Sasitha,

Head, Department of Sociology for her constant support and encouragement. I extend my

sincere thanks to Dr. Shanmugapriya S, research supervisor for her immense guidance and

assistance which enabled me to complete the dissertation.I woud also like to thank the

Principal, Management, Faculty members and Students of Dr.Rathnavelu Subramaniam

Muthialpet Girls Higher Secondary School for their consent and cooperation to conduct this

study. I also thank my family and friends for their aid and encouragement.
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Table of Contents

Unit 1 Introduction………………………………………………………...6

Unit 2 Review of Literature……………….................................................8

Unit 3 Research Methodology…………………………………………….10

Unit 4 Data Analysis and Interpretation…………………………………...12

Unit 5 Findings of the Study and Conclusion……………………………...17

Bibliography

Questionnaire
 5

List of Tables

Table 4.1 Distribution of the Population Based on The Topics Covered in the Sessions

Table 4.2 Distribution of the Population Based on the key Takeaways from the session

Table 4.3 Distribution of the Population Based on Sharing the key Takeaways from the

session to their parents

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UNIT 1

Introduction

According to the World Health Organisation, Gender refers to the characteristics of women,
men, girls and boys that are socially constructed. This includes norms, behaviours and roles
associated with being a woman, man, girl or boy, as well as relationships with each other. As
a social construct, gender varies from society to society and can change over time. This
clearly indicates it is a social phenomenon and its perceivance can be altered through the
process of socialisation. Hence attempts have been made by the National Commission for
Women in collaboration with Kendriya Vidhyalaya Sangathan to launch programme for
running Gender Sensitization and Legal Awareness with the target group of students of Class
XI and XII of schools affiliated to the Central Board of Secondary Education. The
predominant motto is to have a better understanding of the concepts of equality and non-
discrimination, the two fundamental aspects of our constitution, so that biases based on
gender are eradicated in the future generations. The fundamental constructs of feminity and
masculinity needs to be broken. Especially in a third world country like India, the levels of
contrast are even higher. The age of 16-18 is an important window where the already
socialised gender norms are reaffirmed. Mass appeal proves to be almost the only source of
social change in the remotest parts of India. This programme is expected to bring change at
different layers of the society.

Under this programme, a manual booklet that covers topics like gender equality, gender
division of labour ,patriarchy, safety and rights, masculinity, gender roles etc. was distributed
to be taught at schools. One basic yet break through topic discussed in the manual is the
chapter that is titled Gender vs Sex, which almost is latent in every discussion regarding
gender. The module is filled with attractive and easily comprehendible illustrations to gain
attention of the young teens. The module strongly emphasises that with understanding comes
ability to bring about attitudinal changes towards Gender based violence.
 7

Fig 1.1. An illustration from the CBSE manual that breaks gender norms and expectations.

A pilot study with schools in New Delhi was successfully conducted prior to this. Though
different titles were given to this programme a lot of schools had conducted programmes
circumferencing this area in CBSE schools across India. It is to be noted that a very small
proportion of India’s population attends schools that are affiliated to the CBSE. But it is an
absolute necessity to implement such programmes formally or informally in schools that are
run by different state board through out the country, considering the percentage of pupils that
attend state board schools.

To assess the implementation and effectiveness of this programme an evaluative descriptive

study was to be made. Schools under different boards were contacted to conduct a survey
among the high school students in order to study the awareness on gender sensitistion. After
attempts seeking permission, Dr. Rathnavelu Subramaniam Muthialpet Girls Higher
Secondary School kindly consented to conduct the survey on their students. Though the
gender scripts in the society is for both girls and boys, the most to be affected is undeniably
the female counterpart. Hence an all-girls schools was preferred to check the effectiveness of
gender sensitisation programmes.

It is a school that comes under the control of Tamil Nadu Board of Secondary Education;
hence the school did not conduct any specific programme following the CBSE manual. It is
a registered institution under the Indian Companies act as “not for profit” organisation. But
on further investigation with members of the faculty and administrative officials it was
informed that students were addressed regularly on gender related topics in an unstructured
manner. Therefore, the study was proceeded with a random set of 25 students of Class XI and
XII of this school.
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UNIT 2

Review of Literature

According to Yuden et.al (2020), gender disparities in education have seen significant
transformation recently. The goal of the study was to determine how gender sensitivity was
addressed in Bhutan's secondary educational procedures. The study was qualitative in
character and employed handy non-probability sampling methods. Classroom observations
were employed in the study to gather the opportunity to observe a typical classroom in action
and participate in focus groups with instructors and kids to hear their in-depth opinions. Data
from focus group discussions and classroom observations were examined utilising the
emerging themes. The study found that secondary school teachers were not gender sensitive
in their teaching techniques at academic level. Both teachers and students have trouble
understanding gender issues in the classroom. Awareness was not prevalent and efforts were
not put to bring gender equality in classroom set up. This raises the need for having a
sensitisation of gender programme at school levels. The study concludes that there was a
necessity to train teachers with gender neutral practices right from their teacher training
period.

Barodia Shetal (2015), in the research titled Gender sensitization and

education states that in order to comprehend how unequal power relations between men and
women are shaped and operated, gender encompasses socially constructed and culturally
based roles. Gender and the power dynamics that come with it are ingrained in every social
institution—from families to schools to workplaces to religious systems to social norms and
beliefs. Gender relations are the result of how institutions are reorganized and reconstituted,
not in a social vacuum. The paper explains why educational institutions need to be more
gender-sensitive and how, by implementing gender-sensitive programs, we can effect social
change for women. Schools and colleges, for example, have teachers who are involved in the
classroom and must deal with a variety of gender-related issues. Additionally, the
pedagogical methods that educators should use to promote a gender-sensitive classroom are
discussed in this paper.

According to Dr. Hajra Masood (2015), It is essential to take into account both men and
women in any society in order for it to advance in all aspects. Gender sensitization is the new
 9

term being used by social thinkers and activists to raise awareness of gender issues. Gender
sensitization is the process of raising people's awareness of gender issues and changing how
they act toward them in order to bring about revolutionary change in society. It does this by
changing people's mindsets, getting rid of thought patterns and behaviours’ that perpetuate
stereotypes, and making society more concerned about gender issues. Education is always
regarded as a potent instrument for effecting social change. When it comes to influencing
their students' attitudes toward gender issues, teachers play a crucial role. Negative thoughts
about things, people, activities, events, or ideas must be eliminated in order to develop a
positive attitude. Individuals hold stereotypes and personal beliefs in their minds since they
were children. By instilling a positive gender ideology in the students, the teacher can
influence their mindset. Only when young people are made aware of gender sensitivity will
they experience transformation or empowerment. The paper studied how teachers can
influence students' attitudes toward gender-sensitive environments and demonstrate their
commitment to them.

Mutendwahothe Walter Lumadi (2010) in the study on the need for training gender-sensitive
teachers examines how well Swaziland's educational institutions train prospective teachers to
be gender-sensitive in their work. In today's primary and secondary teacher education, gender
was approached from both the curricular and agency perspectives. The first teacher education
curriculum clearly showed differences based on gender. These have persisted and can still be
seen in the structures of the curriculum that are currently in place, though the language may
have changed over time. Other important findings included the need to address gender
hierarchies and gender-related initiatives to address gender issues, which lecturers and
management of teacher education colleges deemed necessary for the implementation of a
gender-sensitive curriculum.

In the study on Scrutinizing Gender Sensitisation In Education Sector, Dr.Kalra defines Gender
sensitization as changing a person's attitude toward the genders .By challenging stereotypes
and patriarchal notions of society, it is an effective tool for altering an individual's thought
process.The educational system is crucial to the end of gender inequality. By establishing a
positive gender equity ideology, it has the potential to change and transform society. In order
to create an environment that is gender-equitable, it is high time to reshape the ideology by
cultivating a society that is strong, rational, and progressive toward the genders. The factors
that encourage gender sensitivity in schools are examined. Gender-based violence, classroom
 10

practices, instructional materials, and school infrastructure and management are the four
components of gender sensitization that have been identified by the researcher.

UNIT 3
Research Methodology
Gender Sensitisation is often considered a delicate yet a necessary topic to be discussed.
Hence the research methodology was carefully curated. Details of the adopted methodology
are as follows

Type of Research
The objective of this study was to evaluate the implementation and effectiveness of gender
sensitisation programme in schools. Hence the type of research used here is Qualitative. This
implies that the research cannot be analysed by means of mathematical techniques and no
numerical data is involved. Emphasis is given to the social phenomenon the data is reliable
on the basis of information given by the respondents.

Nature of Study
This study is an evaluative descriptive study and therefore creates a demand for the collection
of primary data. This arises from the interest to know the extent to which Gender sensitisation
is effective among the students.

Purpose of Study
On the basis of purpose of study, this research can be classified as Applied research or Field
research as it involves the application of the gender sensitisation programme.

Sampling Method
The method of sampling used here is simple random sampling. Samples were collected from
4 different classes (2 of class XI and 2 of class XII). The faculties of respective classes were
requested to grant 5-7 volunteers for the study on a random basis. Each and every student of
the classes had equal probability of becoming a sample. One faculty and one member of the
 11

administration board were also surveyed. The probability sampling technique was adopted in
order to reduce the occurrence of bias.

Definition of Population for the Study

The population of study consists of high school students, faculty and administrative member
from Dr. Rathnavelu Subramaniam Muthialpet Girls Higher Secondary School. Inevitably all
the samples of the student population fall under the same age category of 17-19 and are
females homogenetically. The geographic location of the school is Chennai, Tamil Nadu.

Method of Data Collection

The concept of gender sensitisation needs to be descriptively studied, which posed the
challenge of delivering the accurate demand of the study to the sample population. Hence the
structured survey method of data collection was used to collect the responses. A
questionnaire was prepared based on the collective interpretation of the CBSE Manual of
Gender Sensitisation by the students of II year of Sociology, Stella Maris College. Questions
were picked from different chapters of the manual and compiled into one single tool. It
contained open-ended as well as close-ended questions. This questionnaire was further
explained to the sample population and the responses were recorded manually using the
survey method.

Field study
The school offers 4 different classes, 2 of each grade. 5-7 volunteers were requested to
assemble in a common classroom. A total of 28 volunteers gathered to take up the questions.
The participants were not aware about the exact purpose of the visit priorly. No faculty in
charges were involved in this process.
Questions from the questionnaire were first explained, rephrased in Tamil commonly and
each of them were asked to respond to it individually. The responses were collected
manually.
Later the same day one member from the faculty members and administrative members were
met and requested to answer another set of questions to record their point of view on the
subject.

Limitations of the Methodology

 12

The randomness of the sample is at stake as the samples were provided by the teachers. Since
this is random sampling, some parts of the study population may not have been represented.
There might be a chance of domino effect, where one respondent looks up to the other and is
simply influenced as an effect of herd instinct as the answers of the survey were collected in a
group.

UNIT 4

Data Analysis and Interpretation

The respondents were first asked if there was any programme or seminar conducted
addressing issues related to gender. All the 28 participants agreed that sessions regarding
gender sensitisation was conducted every now and then and all the participants have attended
them. The survey gradually moves forward to evaluate its effectiveness and impact on the
students. Since it’s an all-girls school, there is no question of the male students to join the
session. When asked about the duration of each session and its frequency in an academic
year, the respondents were sceptical about it as these were sessions handled by the respective
class teachers themselves according to their availability of time every now and then. Time
has been dedicated in unanimously after discussion with other faculties and some major
aspects of gender sensitisation like menstrual hygiene, social construct of gender roles and so
on have been brought into the classroom set-up.

On further inquiry, it was known that these sessions were conducted at irregular time
intervals and no specific manual or module was followed. These sessions were not recorded
as well. There has been no use of audio visuals, PPT slides or activities involved to deliver
the content. It has been reported by the respondents that they were only talk sessions.

It was unanimously agreed that the sessions provided space for the attendees to ask questions
and to get their doubts clarified. All the respondents were with the fact that this idea of
conducting classes that touch the untouched topics are necessary and are appreciated. All the
participants mutually agreed that there has been a positive impact of the programme on them.
 13

It is also to be noted that all the participants were interested to participate if further events in
the lines of gender sensitisation were conducted.

The respondents were able to recollect a few topics covered in the session as represented
below.

Table 4.1

Distribution of the Population Based on The Topics Covered in the Sessions

S.no Topics covered in the session Frequency Percentage

1. POCSO Awareness 8 28.5%
2. Menstrual Hygiene 14 50%
3. Good and Bad touch 6 21.5%
It can be observed that half the population has responded that Menstrual hygiene was a key
topic that was discussed. POCSO helpline number and POCSO Act awareness were also
instilled in the sessions. Another key aspect was that of Good and Bad touches. Though
unrecorded 1 out of 28 participants added that Gender roles and exploitation of women was a
concern that was addressed often by their teachers.

fig.4.1.Distribution of the Population Based on The Topics Covered in

the Sessions

Good and Bad POCSO

touch 29%
21%

Menstrual
Hygiene
50%

POCSO Menstrual Hygiene Good and Bad touch

When asked about the key takeaways from the session, there was a mixture of answers. The
most prominent ones are as follows.

Table 4.2
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Distribution of the Population Based on the key Takeaways from the session

S. No Key Takeaway Frequency Percentage

1. POCSO helpline number 14 50%
2. Exposure to different sanitary 6 21.4%
products
3. Appropriate and inappropriate 4 14.3%
touch (Good and bad touches)
4. Sexual well being and sexual 4 14.3%
health (STD, safe sex practices,
post-natal care)

fig.4.2.Distribution of the Population Based on the key Takeaways

from the session
Sexual health
14%
Appropriate
and inappro-
priate touch POCSO helpline number
(Good and Exposure to different sanitary
bad touches) products
14%
POCSO helpline Appropriate and inappropriate
number touch (Good and bad touches)
50% Sexual health

Exposure to
different san-
itary products
21%

When asked if the students shared the takeaway with their parents, the following was the
responses collected. When asked for reasons for not sharing with their parents, one of the
major concerns that arose was the friction between parents and their daughters in discussing
matter of gender and sex. There were also students that raised another concern of parents not
being able to spend time with them to listen to their narratives and learning from school each
and every day. Of all the 16 parents that were informed about this programme, all of them
have completely agreed with the school’s decision and showed positive response towards the
gender sensitisation programmes.
 15

Table 4.3

Distribution of the Population Based on Sharing the key Takeaways from the session to their
parents

S.no Sharing the takeaway with Frequency Percentage

parents
1. Yes 16 53%
2. No 12 47%

fig.4.3.Distribution of the Population Based on The Topics Covered

in the Sessions

No
47%
Yes
53%

Yes No

Apart from the above mentioned, the respondents were asked if they had any personal issues
and doubts at the end of the session, to which the sample population unanimously responded
as nil. Hence there were no questions or personal issues asked at the end of these sessions,
though space for it is provided.

When asked for topics that the students feel is needed to be covered under gender
sensitisation programme, topics like

 Sexuality
 Sexual orientation
 LGBTQIA
 Homogeneity

were recommended by the sample population.

 16

The second set of questions were towards the faculty members and management. The identity
of the Teacher and a member of the administrative board surveyed is kept anonymous for
their privacy reasons. Another set of questions relating to the gender sensitisation programme
was administered. Since the teacher themselves was the session host it was easier to get the
feedback of the session. No special training nor a fixed curriculum is designed and followed
by the school to conduct such sessions. It is to be noted that neither there was a fixed timing
in which these sessions were conducted. The sessions were conducted approximately at an
interval of half an academic year.

From the perspective of the administration, there will be efforts made in the near future to
dedicate a fixed time for sessions regarding this. One of the major issue the management as
well as the faculty body face is the limitation of time. Since both these grades have their
boards at the end of the academic year, it is being difficult to squeeze time out of the regular
schedule.

As far as the teacher’s view, the students are being actively engaged during the sessions.
These sessions are interactive and students are made to feel free to talk to the teachers. This
has also helped the teacher build great rapport with their students. There has been subsequent
improvement in the reactions of students as each session passes by.

There has been a significant impact of the session observed. It is reported that there are much
fewer cases of sanitary napkins clogging the school toilets as awareness is evoked among the
students as a result of the session.

As far as the parents are concerned, there have been no complains yet against the conduct of
this programme. The school is yet to get feedback from parents and had plans to arrange a
parent-teacher meet soon, in which the responses will be collected.

The faculty members have also received personal issues regarding sexual harassment and
teasing post sessions, though the students have remained silent in the session.

As the need of the hour and as per the interest of the students, the management and teachers
are on talking terms to implement a full-fledged programme addressing issue of gender
sensitisation for their students soon.
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UNIT 5

Findings, Suggestions and Conclusion

Findings of the Study

 All the respondents from the student body are of the age 16-18 and are females.
 All the respondents were present during the gender sessions.
 The sessions were conducted at irregular time intervals and no specific manual or
module was followed.
 The sessions provided space for the attendees to ask questions and to get their doubts
clarified.
 These sessions significantly improved the student-teacher relationship. It has also led
to further reporting sexual teasing to the teachers.
 POCSO helpline number, Exposure to different sanitary products, Appropriate and
inappropriate touch (Good and bad touches), Sexual wellbeing and sexual health
(STD, safe sex practices, post-natal care) are some of the predominant take aways of
these sessions.
 More than 50% of the respondents have shared their learnings from the sessions with
their parents. The rest of them have agreed that either their parents don’t h have time
to spend with them or there is reluctance to talk to their parents regarding such topics.
 The students are interested to include topics such as Sexuality, Sexual orientation,
LGBTQIA, Homogeneity into their sessions as they are curious about them.
 18

 The teachers as well as the management is interested to formulate a curriculum that

includes Gender sensitisation, but there is a major short coming of the idea is time
constrain.

Suggestions

Though there is a closer relationship with teachers, it is better to bring in professionals into
play. There might be subjectivity of the teacher involved which might lead to
misconceptions.

A proper module should be created with the help of experts and special training must be
given to teachers. The CBSE module can also be used in this scenario.

The manual must contain topics like sexuality, sexual orientation, feminism and patriarchy.
The importance of this session should be kept in mind and necessary amount of time should
be dedicated towards this.

Conclusion

Gender Sensitisation should be an essential aspect of any curriculum. It should not be

restricted to any specific board of education or stream of study. In order to create a bias free,
gender imposition free society, every citizen should be empathetic towards the fellow and
other genders. A sense of mutual respect among the spectrum of individuals in the society is a
necessity for a peaceful society.

With social learning comes empathy. For any society to cherish or perish, the socialisation
process is the key. Without being sensitive towards the needs and wants of a particular
gender, there can not be a society that promotes equality. Hence, gender sensitisation in teens,
who are the future of the nation brings in a ray of hope for an egalitarian society.
 19

Annexure

An Evaluative Study on GENDER SENSITISATION PROGRAMME conducted for

Higher Secondary School Students

(If they voluntarily disclose not mandatory)

Name of the respondent:

Name of the Institution:

1.have they conducted any Gender Sensitization Programme for higher secondary school

students in your school?

Yes No

2. Have you participated in the Gender Sensitization Programme conducted for higher
secondary

school students?

Yes No

If yes, what kind of group were the participants?

Boys only Girls only Both boys and Girls

 20

4.What was the duration of the Gender Sensitization Programme conducted for higher
secondary

school students?

5.Who handled the sessions of the Gender Sensitization Programme conducted for higher

secondary school students?

6.What was discussed in the Gender Sensitization Programme?

7. Were students allowed to ask questions during the programme?

8. Did the resource person clarify doubts?

9.How was sessions conducted for the Gender Sensitization Programme?

Only Talk/ PPT used/ Activities involved/ Videos and audios/ Play

10.Do you appreciate the idea of conducting the Gender Sensitization Programme?

11. What would you mention as the striking take from the Gender Sensitization Programme

conducted for higher secondary school students?

12. Do you feel that there has been any outcome or impact of the Gender Sensitization

Programme conducted for higher secondary students?

13. Did you share what happened in the Gender Sensitization Programme conducted for
higher

secondary school students with your parents?

14. What was the parent’s opinion about the programme?

15. Will you participate in further such programme?

Yes

No

Reason

16. Do you have personal issues that you wanted to discuss with the resource persons?

17. Did you ask for clarification with the resource person?
 21

18.What are some of the topics you wish that could be included to the programme?

19. Were there any expected topics from the programme?

20. Did the resource person complete all the topics mentioned for the programme?

21. Did the resource person omit any topic mentioned for the programme?

22. Are you aware that Gender Sensitization programmes are part of your syllabus?

23.Any other comments/discussions/observations that you would like to share?

Questions for Administrator/ Teachers

1. How were the resource person selected for conducting the gender sensitization

programme?

2. Were any special training or workshop conducted for faculty or the resource person

before holding these sessions?

3. Was separate time allotted in the school time table for these sessions?

4. How frequently are these sessions held? Once a week Monthly once a year

5. Do you think the session has had a positive impact on the students?

6. Will efforts be made to continue teaching the gender sensitization to the forthcoming

batches?

7. Were there any obstacles faced in conducting gender Sensitization sessions?

8. What is the response in terms of participation level from the students to these sessions?

9. What topics are necessary or not necessary to be addressed in this session?

10. What was the student’s reaction after attending the programme?

11. Is any effective change in behaviour, attitude and habits of the student found after

attending the programme?

12. What do you think is the parent’s point of view for implementing this programme?

13. Do you discuss personal issues with students of the programme?

 22

14. Any special aids, activities that were used for the session?

15. Do you think students are showing interests on topics of the session? your comments and

feedback.

Bibliography

1. Yuden, Chuki, S., & Dorji, T. (n.d.). (rep.). GENDER SENSITIVITY IN PEDAGOGICAL
PRACTICES IN SECONDARY EDUCATION IN BHUTAN (1st ed., Vol. 10). Bhutan:
Amity International Journal of Teacher Education.

2. Barodia, S. (2015). Gender sensitization and education. In research gate. Gujarat

Vidyapith.
https://www.researchgate.net/publication/284898233_Gender_sensitization_and_educ
ation

3. Masood, H. (2021, April 15). Gender sensitization and educational institutions. rrjournals.
Retrieved October 17, 2022, from
https://pdfs.semanticscholar.org/cfc4/c9bf91cb44e63acc4808be052ecda46bbe1e.pdf

4. A.Lakra, Chakraborty , J., & Nalgundwar, A. (n.d.). (rep.). GENDER SENSITIZATION

WITHIN SCHOOL SYSTEM IN CHHATTISGARH. Retrieved October 17, 2022, from
http://www.scert.cg.gov.in/.
 23

5. Kalra, D. (n.d.). A Descriptive Literature Review: Scrutinizing Gender Sensitisation In

Education Sector. Retrieved from http://jlls.org/index.php/jlls/article/view/4659.

6. Niones, S. M. M. (2022). Teachers’ Gender Sensitive Attitudes towards their Students in

relation to the Parameters of Gender Sensitivity. International Journal of English
Literature and Social Sciences, 7(2). https://doi.org/10.22161/ijels

7. Kudumbashree. (n.d.). Gender sensitization program. Kudumbashree. Retrieved October

17, 2022, from https://kudumbashree.org/pages/412#:~:text=Need%20of%20gender
%20sensitization%20is,from%20understanding%20the%20opposite%20gender.

8. Bisht, B. (2018, January 6). Why we need gender sensitization on university campuses.
SheThePeople TV. Retrieved October 17, 2022, from
https://www.shethepeople.tv/blog/gender-sensitization-university-campuses/