flowchart TB
M{Mensajes}--->IT[Intervenciones \na edad \ntemprana].->D[Debates \nen clase]
M--->AI[Aprendizaje \n interactivo]
M--->C[Involucramiento \ncomunidad]
style D fill:#e2e9d9
Resumen
El estudio tenía como objetivo abordar las brechas de género mediante la evaluación del impacto de los debates interactivos en el aula sobre los roles de género y la discriminación entre adolescentes. El programa, titulado Taaron ki Toli (Banda de estrellas), se implementó durante dos años escolares y medio y se centró en estudiantes de secundaria de entre 11 y 15 años. La intervención implicó 27 sesiones dirigidas por facilitadores de Breakthrough, complementadas con tareas y actividades opcionales del club.
Nota
- Duración: 2 años y medio
- Población objetivo: adolescentes entre 11 y 15 años
- Intervención: 27 sesiones de facilitación
- 314 escuelas
Se encuentran efectos positivos a corto plazo en las actitudes hacia la igualdad de género de quienes participan, y los varones exhiben un comportamiento más equitativo en cuanto a género. Los efectos persistieron dos años después de finalizar el programa. El estudio destaca la importancia de abordar las normas culturales desde el principio para influir en las actitudes y comportamientos de los adolescentes, lo que podría afectar a las generaciones futuras.
El diseño del estudio involucra un grupo de comparación de escuelas para evaluar con precisión el impacto del programa. Los impactos a mediano plazo se midieron mediante encuestas y evaluaciones prácticas, incluidas solicitudes de becas universitarias y apoyo a iniciativas progresistas en materia de género. Los impactos a largo plazo se están monitoreando mediante el seguimiento de la educación, el empleo y el estado civil de los participantes hasta la edad adulta.
:::{.callout-note title=Principales mensajes}
Importancia de intervenciones a edad temprana
- Dirigirse a adolescentes permite moldear actitudes y comportamientos hacia la igualdad de género durante una etapa crítica del desarrollo
Aprendizaje interactivo
El uso de debates interactivos en el aula, junto a actividades complementarias sirve para visualizar el tema e involucrar a toda la clase de manera activa en debates sobre los roles de género y la discriminación.
Se necesitan esfuerzos sostenidos
El seguimiento a largo plazo es esencial para evaluar la persistencia de los efectos del programa y su influencia en la vida de los participantes hasta la edad adulta.
De toda la comunidad
Involucrar a las familias y las comunidades a través de tareas e iniciativas de extensión amplifica y sostiene el impacto del programa más allá del aula.
Además, las colaboraciones entre el gobierno, las ONG y los equipos de investigación ayuda a mejorar la implementación y evaluación de iniciativas de igualdad de género en entornos educativos.
:::
Resumen visual del documento
Parsing text into sentences and tokens...DONE
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Formatting Output...DONE[1] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 915 Table 4—Gender-Specific Treatment Effects on Attitudes, Aspirations, and Behavior (End Line 1) Gender Self-reported attitudes index behavior index Girls Boys Girls Boys (1) (2) (3) (4) Treated 0.161 0.204 0.142 0.260 [0.025] [0.029] [0.026] [0.029] Control group mean 0.237 −0.283 −0.086 0.102 Basic controls Yes Yes Yes Yes Number of students 7,802 6,185 7,794 6,180 p-value: Girls = Boys 0.267 0.001 Notes: All regressions control for the baseline analog of the outcome, grade and district fixed effects, and missing flags for each variable used to construct the outcome index."
[2] "916 THE AMERICAN ECONOMIC REVIEW MARCH 2022 Table 5—Heterogeneous Effects by Parent Attitudes (End Line 1) Gender Girls’ Self-reported attitudes index aspirations index behavior index (1) (2) (3) Treated 0.174 0.054 0.179 [0.027] [0.033] [0.026] Treated × baseline parent attitudes 0.026 0.000 −0.039 [0.025] [0.026] [0.021] Control group mean 0.000 0.000 0.000 Basic controls Yes Yes Yes Number of students 5,718 3,231 5,717 Notes: All regressions control for the baseline analog of the outcome, grade-gender and dis- trict-gender (columns 1 and 3) or grade and district (column 2) fixed effects, and missing flags for each variable used to construct the outcome index."
[3] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 913 Table 2—Treatment Effects on Attitudes, Aspirations, and Behavior (End Line 1) Gender Girls’ aspirations Self-reported attitudes index index behavior index (1) (2) (3) Treated 0.180 0.030 0.196 [0.020] [0.024] [0.021] Control group mean 0.000 0.000 0.000 Basic controls Yes Yes Yes Number of students 13,987 7,767 13,974 Notes: All regressions control for the baseline analog of the outcome, grade-gender and dis- trict-gender (columns 1 and 3) or grade and district (column 2) fixed effects, and missing flags for each variable used to construct the outcome index."
[4] "Table 10 —Gender-Specific Treatment Effects on Attitudes, Aspirations, and Behavior (End Line 2) Gender attitudes Self-reported index behavior index Signed petition Girls Boys Girls Boys Girls Boys (1) (2) (3) (4) (5) (6) Treated 0.111 0.218 0.158 0.311 0.019 0.003 [0.025] [0.028] [0.025] [0.040] [0.013] [0.010] Control group mean 0.562 0.063 −0.067 0.079 0.189 0.104 Basic controls Yes Yes Yes Yes Yes Yes Number of students 7,562 6,117 7,563 6,114 7,347 5,956 p-value: Girls = Boys 0.003 0.000 0.302 Notes: All regressions control for grade and district fixed effects, the baseline analog of the outcome, and missing flags for each variable used to construct the outcome index."
[5] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 907 Table 1—Descriptive Statistics: School and Student Characteristics at Baseline Variable Treatment Control Standardized diff Number of schools 149 164 Urban 0.107 0.073 0.119 [0.311] [0.261] School is co-ed 0.698 0.677 0.045 [0.461] [0.469] Males in grades 6 and 7 66.427 65.270 0.028 [45.948] [35.963] Females in grades 6 and 7 75.125 74.212 0.015 [60.081] [58.344] Number of students 7,051 7,758 Student’s age 11.833 11.854 −0.017 [1.261] [1.250] Female 0.566 0.544 0.044 [0.496] [0.498] Hindu 0.945 0.953 −0.036 [0.227] [0.211] Enrolled in grade 6 0.526 0.521 0.011 [0.499] [0.500] Scheduled caste 0.268 0.285 −0.039 [0.443] [0.451] Mother’s age 35.462 35.572 −0.017 [6.351] [6.513] Father’s age 40.497 40.611 −0.016 [6.895] [7.131] Mother is illiterate 0.370 0.374 −0.009 [0.483] [0.484] Mother works full-time 0.292 0.292 −0.002 [0.455] [0.455] Dwelling has flush toilet 0.155 0.130 0.070 [0.362] [0.337] Gender attitudes index 0.032 0.000 0.032 [1.008] [1.000] Girls’ aspirations index 0.039 0.000 0.039 [1.001] [1.000] Self-reported behavior index −0.012 0.000 −0.012 [0.994] [1.000] Social desirability score −0.025 0.000 −0.025 [1.018] [1.000] High social desirability score 0.374 0.375 −0.002 [0.484] [0.484] Note: F-stat for joint significance of above baseline student variables is 0.924."
[6] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 919 Table 8—Treatment Effects on Attitudes, Aspirations, and Behavior (End Line 2) Gender Girls’ Self-reported attitudes aspirations behavior Applied to Signed index index index scholarship petition (1) (2) (3) (4) (5) Treated 0.160 −0.025 0.227 0.031 0.012 [0.019] [0.019] [0.025] [0.017] [0.009] Control group mean 0.333 0.000 0.000 0.408 0.150 Basic controls Yes Yes Yes Yes Yes Number of students 13,679 7,560 13,677 7,347 13,303 Notes: All regressions control for grade-gender and district-gender fixed effects (columns 1, 3, and 5) or grade and district fixed effects (columns 2 and 4)."
[7] "In principle, the program could have had either larger or smaller effects for 18 The gender heterogeneity analysis is also robust to correcting for the gap in economic status between girls and boys in government schools, which is due to boys’ higher rate of attending private schools as discussed in footnote 9." 
Parsing text into sentences and tokens...DONE
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Formatting Output...DONE [1] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 907\n\n\n Table 1—Descriptive Statistics: School and Student Characteristics at Baseline\n\n Variable Treatment Control Standardized diff\n Number of schools 149 164\n Urban 0.107 0.073 0.119\n [0.311] [0.261]\n School is co-ed 0.698 0.677 0.045\n [0.461] [0.469]\n Males in grades 6 and 7 66.427 65.270 0.028\n [45.948] [35.963]\n Females in grades 6 and 7 75.125 74.212 0.015\n [60.081] [58.344]\n\n Number of students 7,051 7,758\n Student’s age 11.833 11.854 −0.017\n [1.261] [1.250]\n Female 0.566 0.544 0.044\n [0.496] [0.498]\n Hindu 0.945 0.953 −0.036\n [0.227] [0.211]\n Enrolled in grade 6 0.526 0.521 0.011\n [0.499] [0.500]\n Scheduled caste 0.268 0.285 −0.039\n [0.443] [0.451]\n Mother’s age 35.462 35.572 −0.017\n [6.351] [6.513]\n Father’s age 40.497 40.611 −0.016\n [6.895] [7.131]\n Mother is illiterate 0.370 0.374 −0.009\n [0.483] [0.484]\n Mother works full-time 0.292 0.292 −0.002\n [0.455] [0.455]\n Dwelling has flush toilet 0.155 0.130 0.070\n [0.362] [0.337]\n Gender attitudes index 0.032 0.000 0.032\n [1.008] [1.000]\n Girls’ aspirations index 0.039 0.000 0.039\n [1.001] [1.000]\n Self-reported behavior index −0.012 0.000 −0.012\n [0.994] [1.000]\n Social desirability score −0.025 0.000 −0.025\n [1.018] [1.000]\n High social desirability score 0.374 0.375 −0.002\n [0.484] [0.484]\n\n Note: F-stat for joint significance of above baseline student variables is 0.924."
[2] "One benchmark for the effect size is that end line gender attitudes are 0.50 stan-\n dard deviations higher for girls than boys in the control group, as reported in online\n Appendix Table 6."
[3] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 913\n\n\n Table 2—Treatment Effects on Attitudes, Aspirations, and Behavior (End Line 1)\n\n Gender Girls’ aspirations Self-reported\n attitudes index index behavior index\n (1) (2) (3)\n Treated 0.180 0.030 0.196\n [0.020] [0.024] [0.021]\n Control group mean 0.000 0.000 0.000\n Basic controls Yes Yes Yes\n Number of students 13,987 7,767 13,974\n\n Notes: All regressions control for the baseline analog of the outcome, grade-gender and dis-\n trict-gender (columns 1 and 3) or grade and district (column 2) fixed effects, and missing flags\n for each variable used to construct the outcome index."
[4] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 915\n\n\n\n Table 4—Gender-Specific Treatment Effects on Attitudes, Aspirations, and\n Behavior (End Line 1)\n\n Gender Self-reported\n attitudes index behavior index\n Girls Boys Girls Boys\n (1) (2) (3) (4)\n Treated 0.161 0.204 0.142 0.260\n [0.025] [0.029] [0.026] [0.029]\n Control group mean 0.237 −0.283 −0.086 0.102\n Basic controls Yes Yes Yes Yes\n Number of students 7,802 6,185 7,794 6,180\n p-value: Girls = Boys 0.267 0.001\n\n Notes: All regressions control for the baseline analog of the outcome, grade and district fixed\n effects, and missing flags for each variable used to construct the outcome index."
[5] "In principle, the program could have had either larger or smaller effects for\n\n 18\n The gender heterogeneity analysis is also robust to correcting for the gap in economic status between girls and\nboys in government schools, which is due to boys’ higher rate of attending private schools as discussed in footnote\n9."
[6] "916 THE AMERICAN ECONOMIC REVIEW MARCH 2022\n\n\n Table 5—Heterogeneous Effects by Parent Attitudes (End Line 1)\n\n Gender Girls’ Self-reported\n attitudes index aspirations index behavior index\n (1) (2) (3)\n Treated 0.174 0.054 0.179\n [0.027] [0.033] [0.026]\n Treated ×\n baseline parent attitudes 0.026 0.000 −0.039\n [0.025] [0.026] [0.021]\n Control group mean 0.000 0.000 0.000\n Basic controls Yes Yes Yes\n Number of students 5,718 3,231 5,717\n\n Notes: All regressions control for the baseline analog of the outcome, grade-gender and dis-\n trict-gender (columns 1 and 3) or grade and district (column 2) fixed effects, and missing flags\n for each variable used to construct the outcome index."
[7] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 917\n\n\n Table 6—Treatment Effects on Perceptions of Social Norms (End Line 1)\n\n Social norms toward work Social norms toward education\n Student agrees: Student agrees:\n Women Women Community Women should\n Community should be al- should be thinks women be allowed\n thinks lowed to work allowed to should be to study in\n Women women and thinks study in allowed to college and\n should be should be community college study in col- thinks commu-\n allowed allowed to will not op- even if it is lege even if it nity will not\n to work work pose them far away is far away oppose them\n (1) (2) (3) (4) (5) (6)\nPanel A."
[8] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 919\n\n\n Table 8—Treatment Effects on Attitudes, Aspirations, and Behavior (End Line 2)\n\n Gender Girls’ Self-reported\n attitudes aspirations behavior Applied to Signed\n index index index scholarship petition\n (1) (2) (3) (4) (5)\n Treated 0.160 −0.025 0.227 0.031 0.012\n [0.019] [0.019] [0.025] [0.017] [0.009]\n Control group mean 0.333 0.000 0.000 0.408 0.150\n Basic controls Yes Yes Yes Yes Yes\n Number of students 13,679 7,560 13,677 7,347 13,303\n\n Notes: All regressions control for grade-gender and district-gender fixed effects (columns 1, 3,\n and 5) or grade and district fixed effects (columns 2 and 4)."
[9] "Table 10 —Gender-Specific Treatment Effects on Attitudes, Aspirations, and Behavior (End Line 2)\n\n Gender attitudes Self-reported\n index behavior index Signed petition\n Girls Boys Girls Boys Girls Boys\n (1) (2) (3) (4) (5) (6)\nTreated 0.111 0.218 0.158 0.311 0.019 0.003\n [0.025] [0.028] [0.025] [0.040] [0.013] [0.010]\nControl group mean 0.562 0.063 −0.067 0.079 0.189 0.104\nBasic controls Yes Yes Yes Yes Yes Yes\nNumber of students 7,562 6,117 7,563 6,114 7,347 5,956\np-value: Girls = Boys 0.003 0.000 0.302\n\nNotes: All regressions control for grade and district fixed effects, the baseline analog of the outcome, and missing\nflags for each variable used to construct the outcome index."
[10] "3 DHAR ET AL.: RESHAPING ADOLESCENTS’ GENDER ATTITUDES 923\n\n\n Table 12—Treatment Effects on Perceptions of Social Norms (End Line 2)\n\n Social norms toward work Social norms toward education\n Student agrees: Student agrees:\n Women Women Community Women should\n should be should be thinks women be allowed\n Community allowed to allowed should be to study in\n thinks work and to study allowed to college and\n Women women thinks com- in college study in thinks\n should be should be munity will even if it college even community\n allowed allowed to not oppose is far if it is far will not\n to work work them away away oppose them\n (1) (2) (3) (4) (5) (6)\nPanel A." Un punto de referencia para el tamaño del efecto es que las actitudes finales de género son 0,50 desviaciones estándar más altas para las niñas que para los niños en el grupo de control.
El análisis de heterogeneidad de género resulta robusto para corregir la brecha en la situación económica entre niñas y niños en las escuelas públicas, que se debe a la mayor tasa de asistencia de los niños a escuelas privadas.
El siguiente gráfico muestra una analogía al estudio “she giggles, he gallops” donde cuentan los bigramas que coinciden con “él X” y “ella X”.
En este caso, buscamos las palabras “girls” y “boys”.
La idea de la relación logarítmica muestra la probabilidad de que aparezca una palabra en comparación con su contraparte (por lo que “girls (algo)” tiene aproximadamente 5 más probabilidades de aparecer que “boys (algo)”. En este gráfico, reemplazamos las etiquetas del eje x con “2x” y “4x”, pero sin ellos, se obtienen números como 1, 2 y 3 (o -1, -2, -3)). Para convertir esos números de razones registradas a la versión multiplicativa (es decir, 2x en lugar de 1), eleva 2 a la potencia de la razón logarítmica. Si la relación logarítmica es 3, la versión legible por humanos es 2^3, o sea 8 veces.
Referencias
Reutilización
Cómo citar
BibTeX
@online{robano2024,
author = {Robano, Virginia},
title = {Resumen del artículo the Impact of a School-Based Gender
Attitude Change Program in India},
date = {2024-04-16},
url = {https://ceibal-fichas-genero-stem.netlify.app/posts/actitud J-PAL/},
langid = {es}
}
Por favor, cita este trabajo como:
Robano, Virginia. 2024. “Resumen del artículo the Impact of a
School-Based Gender Attitude Change Program in India.” April 16,
2024. https://ceibal-fichas-genero-stem.netlify.app/posts/actitud
J-PAL/.