ArticleHealth science reports2026
Evaluating the Impact of the "Gender Equity Movement in Schools" (GEMS) Intervention on Gender Knowledge and Attitudes Among Male Adolescents in Bangladesh: A Mixed-Methods Cross-Sectional Study.
Article in Health science reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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8 authors.
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Abstract
Background and Aims: The "Gender Equity Movement in Schools" (GEMS) intervention, a health education program for all adolescents in grades VI to VIII, intended to promote their knowledge of gender issues and transform their attitudes; however, the changes are found to be less significant among males. This study aimed to explore the gender issue-related post-intervention changes among male adolescents. Methods: This was a mixed-methods study involving a survey of 234 male adolescents and two focus group discussions with 10 male adolescents from grades VII and VIII across two schools in Bangladesh (one of which received the GEMS intervention and the other did not). Quantitative data were collected using a self-administered questionnaire incorporating the Gender Attitudinal Scale (GATS) and analyzed using SPSS-25. Qualitative data were gathered through focus group discussions (FGDs) and analyzed using thematic analysis. Results: Knowledge regarding gender issues was found to be significantly higher among the GEMS-exposed. Knowledge on gender equality issues was approximately three times higher (2.8, 95%CI = 1.404-5.714) in the GEMS exposed group compared to that of the non-GEMS exposed group, while knowledge on gender issues amongst those who got the GEMS diary was approximately six times (5.9, 95%CI = 1.199-29.497) higher compared to that of those who did not receive the diaries. However, the total GATS score was high among the non-intervention-exposed adolescents, indicating better gender-equitable attitudes. The quantitative and qualitative findings revealed that some parental and familial factors (higher parental education levels, maternal involvement in decision-making and employment, and broader family participation) may influence the contradiction between increased knowledge and less favorable gender attitudes among the GEMS-exposed male adolescents. Conclusion: The GEMS intervention increased male adolescents' knowledge; however, its effect on their gender attitudes appeared limited due to the influence of parental and familial factors, which may be vital for transforming these attitudes.
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