‘Men Actually Need to Practice the Conversation’: Collective Learnings from Australian Programs Seeking to Challenge Outdated Masculine Stereotypes and Norms

Abstract

Programs working with men and boys in relation to gender equality are increasing. Little is known, however, about how these programs go beyond raising awareness, to supporting attitude and behaviour change in their participants. In response, 17 facilitators from eight Australian organisations were interviewed to identify program design and delivery strategies that increase male participants’ engagement. Analysis of interview data revealed three themes and seven subthemes, which were crosschecked against survey data from 79 program participants. The themes were the provision of a safe, judgement-free environment; encouraging and supporting growth in participants; and the central role of the facilitators in the success of the first two themes, and in the delivery of programs more generally. Facilitator and participants held mostly consistent perspectives, which were comparable with the existing literature; variations from the literature were noted, however, regarding the lack of efficacy of single-session programs and the relevance of facilitator gender.

Using Program Design and Delivery to Support Participant Engagement in Programs Challenging Problematic Gender Norms Amongst Australian Men and Boys

“…A recent study by Stewart et al (2022) made similar observations when exploring strategies used by facilitators to engage men and boys in their programs. Stewart et al (2022) found facilitators were seen as critical to participant engagement, from both the facilitator and program participants' perspectives, in creating the right environment for these sessions to be delivered and connecting with the men and boys in the room (see also Beel et al, 2020). Participants did note the timing of sessions, in terms of the time of day it is delivered, as well as session length, could negatively affect concentration.…”

“…The research team’s personal and professional networks were used to contact organisations. See Stewart et al (2022) for further details of the larger project.…”

“…In the broader behaviour change literature, addressing social-psychological factors, such as attitudes and norms, is established as one of the necessary components for sustained behavioural change, with active learning one of the strategies used to enhance the transition between information provision and changes in attitude and behaviour (Darnton, 2008;Marteau et al, 2002). Active learning uses participatory instead of passive learning techniques and is popular in interventions working with men and boys (Stewart et al, 2021(Stewart et al, , 2022.…”

“…Also noted was when faced with challenging topics, the facilitators again played a critical role in supporting participants. In line with the existing literature, this included providing an environment in which they felt comfortable asking questions and providing the support needed for individuals to overcome complexity (see Beel et al, 2020;Stewart et al, 2022).…”

“…A common aim exists across such programs despite variations in focus – to challenge the attitudes and behaviour of men and boys concerning restrictive masculine and gendered norms. These interventions use education and participatory learning, also called active learning, to raise awareness and understanding by unpacking and challenging such norms and promoting healthier versions or expressions of masculinity (Heilman et al, 2017; Jewkes et al, 2015; Stewart et al, 2022).…”