1. Qualitative Methods to Measure Girls Empowerment
By Ranjani K Murthy
for Dasra Social Impact Accelerator Programme, January 19-22, 2016

2. My Brief
To demonstrate qualitative methods for measuring girls’ empowerment and how is it different from measuring other aspects of programs

3. Objectives Concept of empowerment Empowerment of AGs
Methods to measure empowerment
Factors that should be kept in mind
Challenges - AGs

4. Empowerment Power within Power with Power to
Exercise control over one’s life
Power with
Collective action and change
Power within
Strategic attitudes, self esteem
Source: Rowlands, 1998

5. Empowerment - adolescent girls (10-14 years)
Power to
Power with
Power within
*To mobility, education, play sports, communicate/lead, talk to teacher, class prefect, boys, access to sanitary materials, savings, health care, free of bullying and violence, ability to say no,
*power with: unity amongst girls, collectively games, collectively complaint abut toilets in school, collectively deal/refer violence against girls,
*Power within: confidence to talk to parents, elder brothers/sisters, relatives, teachers, self worth (colour, pigmentation, height, caste), attitude on women’s education, career, sports after marriage, principle role, gender and social equality, moral policing,

6. Identities that have a bearing on AGs (10-14 years)
Caste and
Class
Ethnicity
Religion
Age
Spatial location
Survivor/not
Access to school
Birth order
Colour
Abilities/
Ilness
Sexual orientation /Gender identity??

7. Institutions (Kabeer 1994, Murthy and Rao, 1997)
State
Markets
Family
Community
Supra state
Schools
Media

8. Participatory methods for evaluation (AG 10-14 years)
Power to: Mapping i) GDOL, 24 hour clock, mobility and perceived competencies, ii) Access to institutions and services, iii) Access to leadership positions iv) decision making v) Gender and identity based violence/discrimination mapping,
Power with: Choose the spot on unity, collective action on practical and strategic issues, action on discrimination and violence against girls
Power within: Attitudinal mapping on gender and social equity, confidence mapping and self worth mapping

9. Composite Road map of change Gender analysis matrix
Empowerment mapping
Body mapping

10. Road map of change-individual (Adapted –Linda Mayoux, 2010)

11. Questions
Kindly draw a road, the direction and shape of which shows the changes in your life since the year X?
What are the factors that contributed to improvement, status quo or deterioration?
Which of these factors are to do with the AGs’ Empowerment Programme?
What more could the Programme do to take you along the path you want to go?

12. Empowerment mapping (Adapted –Linda Mayoux, 2010)

13. Steps in empowerment mapping
Group debates criteria for empowerment
Individual girl maps changes
Ascertaining contribution of programme
Recommendations
In group or individually

14. Use photos if necessary

15. Gender Analysis Matrix + - = (adapted from Rani Parker, individually or in gp)
Resources
Skills/
knowledge
Decision making
Body
Attitudes
Dignity
Individual
Peers
Family
School
Transport
Community

16. Body mapping for evaluation (individual, only 14+)
Rank 1-4 B/A
Narayan n.d

17. Questions in sports based AG empowerment programme
Parts of body
Questions/criteria for assessing control
Feet
Have your visited any new places? Alone or with somebody?
Legs
Are you using legs for anything new? Do you dress differently now?
Vagina
Has anything changed in how you handle menstrual periods? Or your vaginal area?
Breasts
Do you examine your breasts without feeling ashamed? Do you examine for lumps?
Heart
Happiness level now and before; ability to deal with a no from someone you like
Hands
Have you done anything new with your hand in a bank? In computer?
Mouth
Have you used your mouth in helping others in cases of GBV? To solve interpersonal problems?
Mind
Has your attitude changed on gender equality? Has your attitude changes on social issues like caste, religion, disability etc? Give examples

18. Other methods

19. Confidence mapping (individually or in group)
Ask AG (s) to make a list of stakeholders important in her life
Put four cards with labels 1,2,3,4
Read the name of each stakeholder.
Ask the AG (s) to rank her sense of confidence vis a vis each stakeholder, higher the rating more the confidence
Explore whether her rating has changed after the period the programme started, and find why
Explore what more the orgn can do

20. Social mapping from AG lens

21. Caste-discrimination mapping (individual dalits, gp all)
Explore caste based seating arrangements in transport, and changes if any
Explore caste based mixing of girls in classes and sports and changes if any
Explore caste based eating arrangements and visiting each other and changes if any
Explore caste based relationships with boys (older)
Explore caste based allocation of work in school or outside for AGs and changes if any

22. Caste discrimination example

23. Story telling on discrimination (in group) (Murthy and Sagayam, 2006)
Story of the thirsty fox and thirsty crane which are both given a beaker of water
Question after story: Did you ever feel like the fox or crane in the story during relief and rehab? Why? What more could the government do?

24. Participatory assessment of government programmes: General and gender specific (group)

25. Attitudinal change mapping (individually)
Inter caste marriage
Girls and boys talking
Girls wearing pants being teased
Men cooking
Asking parents for jewelry for marriage
Husband hitting wife
Lineage through sons
Menstrual
taboos
Caring primary responsibility of females
What is present attitude? What has changed favourably and what has not? Why? What was +ve from beginning

26. Violence against girls/women mapping (slums)

27. Methodology Minimum 30 of each method Before-after comparison
Control group difficult
Quantification (software)
Contribution analysis- differences

28. Factors to be kept in mind: (1)
Inclusion
Expertise
Experience
Democratic

29. Factors to be kept in mind (2)
Choose methods
Empower
Debriefing
Refle: influence each other, have a stake in evaluation

30. Added challenges in measuring empowerment of AGs
Time
Best interest of the child
Counseling services
Help line
Stakeholders- awareness
Age appropriate
Peer influence

31. Thank you
You
Learning Me