GENDER ANALYSIS GUIDELINES :

Purpose: Gender analysis systematically asks questions about differences in the roles that men and women play, the power imbalances
in their relations, their different needs, constraints and opportunities and the impact of gender differences on their lives. In HCD,
gender analysis helps planners recognize the ways in which gender relations impact on women’s and men’s workforce participation and
conditions of work, and access to and use of educational, training and promotion opportunities. Understanding gender relations is
essential to human capacity development projects because gender differences, inequalities and hierarchies affect workforce entry,
productivity, morale and attrition. The following five domains of gender analysis who does what, where, when, why and how; and who
benefits and who controls a given context.
The domains approach prompts you to answer these questions by leading you to the important aspects of those basic questions. The
framework helps you in the collection and organization of information pertaining to gender differences. Analyze each domain more or
less fully based on the availability of reliable, context specific information. Data sources include focus groups, interviews with
knowledgeable informants and document reviews. The domains and ideas herein draw from the frameworks developed by the
International Labor Organization, Deborah Caro and the Liverpool School of Tropical Medicine.

DOMAIN/LEVEL FAMILY COMMUNITY/ SOCIETY

Gender Roles and Norms: Culturally- prescribed roles Are there beliefs about men or women that Are there common perceptions that about the appropriate
and behaviors based on beliefs/perceptions about the might influence whether they go to, or public and private spaces for men and women to work?
personal qualities, life goals and aspirations appropriate stay, in school?
for men and women. To what extent does freedom of movement differ according to
Are there beliefs about the appropriate norms of femininity or masculinity?
Gender roles and norms are influenced by perceptions of sphere of women’s and men’s work?
gender identity and are held in place by ideology or the Are women expected to travel accompanied by a (male)
underlying beliefs about the way society should be and the Are there expectations that girls or boys, relative?
appropriate relations between men and women. women and men engage in paid productive
work outside the home? Pursue a career? Are men and women considered to
In many societies, the roles of men and women are have specialized knowledge and skills?
segregated by sex (e.g., boys help their fathers working What are expectations of (early) marriage
outside the house and girls help their mothers taking care and childbearing for boys and girls?
of the household work), while in other societies, the roles
of men and women are increasing interchangeable. [ii] Is marriage equally important for boys as
Gender roles may influence the incentives men and women for girls?
respond to for participating in the workforce and the
types of work men and women do.

Practices and Participation: Refers to peoples’ behavior, Do men and women use their time Are men/women both represented on community or political
actions and level of involvement in the life of a family, differently in productive, reproductive and planning bodies?
community, institution or society (i.e., how people community work?
produce, consume, spend and accumulate and how this Are women considered or do they consider themselves as free
varies by gender). Are there differences between the amount as men to speak in public?
of time available, or priority given, to
Includes gender division of labor and responsibilities (i.e., boys/girls, men and women to pursue Do men/women and boys/girls engage in different types of
differences in the allocation of productive, reproductive education or training opportunities? community activities?
and community tasks and responsibilities based on gender
roles and norms). How much free time do women and men For example, paid or unpaid labor on behalf of:
have at what times of the day?
Gender roles influence how and where time is spent and how Are there differences between how • Religious organizations
time is used as people contribute to the maintenance of the household work is divided between boys • Civic projects
family, community and society. [i] and girls? • Women’s/men’s groups
Between men and women? • Community members who are ill?
What is viewed as appropriate participation for men and Who does the paid and unpaid productive
women is mediated by gender roles and norms and will labor in the household (e.g., seeking
influence their involvement in development activities. [i] water)?

Who does the reproductive work of the

family (e.g., child care, food
acquisition/preparation, care for the ill,
elderly, etc.)?

Access: Refers to knowing about and being able to use Who in the household makes decisions Do men and women have equal access to information about
resources necessary to be a fully active and productive about the use of income (e.g., for education or to work opportunities?
participant (social, economic, political) in society. schooling)?

Access to: Do boys and girls benefit equally from

family income?
• Resources (information, time, money)
• Income/scholarships Are there differences between how food is
• Services distributed to boys and girls?
• Employment D.
• Information/technology Do men and women have equal access to
• Social benefits (e.g., insurance, pensions) information about education or work
opportunities?

Legal Rights and Status: Refers to how people in different Can married/unmarried/ widowed women: Are women and minorities protected from discrimination and
gender categories are regarded and treated by customary Own their income? violence in the constitution, criminal code and social,
and formal legal codes and judicial systems. Inherit or sell property? institutional, work policy?
Open a bank account?
This includes access to identity cards, property titles, voter Vote? If legal or policy protections against violence exist, are they
registration, inheritance rights; reproductive rights, Make decisions about fertility? enforced?
education and employment; representation; due process and
the redress of wrongs. Are there practices or customs (“customary laws”) that
embody equality or inequities between men and women?

Power: Peoples’ ability to decide, influence, control and "Does a girl/woman have the power and means Are there differences between men and women in their ability to
enforce, including the ability to make decisions and the to control: The number of children/timing make a decision about a future profession?
power over: childbearing? The choice of an occupation?
Are women able to travel freely for their work without fear of social
• One’s body
Do husbands have the power to physically or physical consequences?
• Children
discipline their wives?

• Household, community, municipality, state affairs Can women dispose of their personal income
• Use of individual economic resources independently of their spouses or families?
• Conditions of work
Who in the household makes decisions about
• Signing a contract
the use of income (e.g., for schooling)?"
• Mobility and social acquaintance
• Legislating/legislation
• Running for office
Perception of power and actual power are mediated by
gender roles and norms.