TY - JOUR
T1 - Positive Masculinities and Gender-Based Violence Educational Interventions Among Young People
T2 - A Systematic Review
AU - Pérez-Martínez, Vanesa
AU - Marcos-Marcos, Jorge
AU - Cerdán-Torregrosa, Ariadna
AU - Briones-Vozmediano, Erica
AU - Sanz-Barbero, Belen
AU - Davó-Blanes, MCarmen
AU - Daoud, Nihaya
AU - Edwards, Clarie
AU - Salazar, Mariano
AU - La Parra-Casado, Daniel
AU - Vives-Cases, Carmen
N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was part of a multi-site study supported by GENDER NET Plus Co-Fund (reference number 2018-00968). It was funded by the Ministry of Science and Innovation of Spain (Ref. PCI2019-103580); the Swedish Research Council (Grant number: 2018-00968); the Irish Research Council; and the Ministry of Science & Technology of Israel (3-15662). This study has also been conducted within the grant received from Instituto de Salud Carlos III & FEDER, and V. Pérez-Martínez is recipient of PFIS grant from FSE (FI19/00201). Publisher Copyright: © The Author(s) 2021.
PY - 2023/4/1
Y1 - 2023/4/1
N2 - Background: Hegemonic masculinity has been recognized as contributing to the perpetration of different forms of gender-based violence (GBV). Abandoning hegemonic masculinities and promoting positive masculinities are both strategies used by interventions that foreground a “gender-transformative approach.” Preventing GBV among young people could be strengthened by engaging young men. In this article, we aim to systematically review the primary characteristics, methodological quality, and results of published evaluation studies of educational interventions that aim to prevent different forms of GBV through addressing hegemonic masculinities among young people. Main body: We conducted a systematic review of available literature (2008–2019) using Medline (PubMed), Scopus, Web of Science, PsycInfo, the CINAHL Complete Database, and ERIC as well as Google scholar. The Template for Intervention Description and Replication was used for data extraction, and the quality of the selected studies was analyzed using the Mixed Method Appraisal Tool. More than half of the studies were conducted in Africa (n = 10/15) and many were randomized controlled trials (n = 8/15). Most of the studies with quantitative and qualitative methodologies (n = 12/15) reported a decrease in physical GBV and/or sexual violence perpetration/victimization (n = 6/15). Longitudinal studies reported consistent results over time. Conclusions: Our results highlight the importance of using a gender-transformative approach in educational interventions to engage young people in critical thinking about hegemonic masculinity and to prevent GBV.
AB - Background: Hegemonic masculinity has been recognized as contributing to the perpetration of different forms of gender-based violence (GBV). Abandoning hegemonic masculinities and promoting positive masculinities are both strategies used by interventions that foreground a “gender-transformative approach.” Preventing GBV among young people could be strengthened by engaging young men. In this article, we aim to systematically review the primary characteristics, methodological quality, and results of published evaluation studies of educational interventions that aim to prevent different forms of GBV through addressing hegemonic masculinities among young people. Main body: We conducted a systematic review of available literature (2008–2019) using Medline (PubMed), Scopus, Web of Science, PsycInfo, the CINAHL Complete Database, and ERIC as well as Google scholar. The Template for Intervention Description and Replication was used for data extraction, and the quality of the selected studies was analyzed using the Mixed Method Appraisal Tool. More than half of the studies were conducted in Africa (n = 10/15) and many were randomized controlled trials (n = 8/15). Most of the studies with quantitative and qualitative methodologies (n = 12/15) reported a decrease in physical GBV and/or sexual violence perpetration/victimization (n = 6/15). Longitudinal studies reported consistent results over time. Conclusions: Our results highlight the importance of using a gender-transformative approach in educational interventions to engage young people in critical thinking about hegemonic masculinity and to prevent GBV.
KW - adolescence
KW - educational intervention
KW - gender transformative
KW - gender-based violence
KW - impact
KW - intimate partner violence
KW - masculinities
KW - youth
UR - http://www.scopus.com/inward/record.url?scp=85110966306&partnerID=8YFLogxK
U2 - https://doi.org/10.1177/15248380211030242
DO - https://doi.org/10.1177/15248380211030242
M3 - Review article
C2 - 34282677
SN - 1524-8380
VL - 24
SP - 468
EP - 486
JO - Trauma, Violence, and Abuse
JF - Trauma, Violence, and Abuse
IS - 2
ER -
