Gender-Based Analysis (GBA)
Research Day
Winnipeg, MB
February 11, 2013
Why are we doing this…?
When it comes to health, sex and gender
matter.
Research is increasingly alerting us to the ways
that sex and gender interact to create health
conditions that are different for men and for
women. (Greaves et al. 1999)
“Failure to consider that men and women can be
affected differently by similar situations can
lead to policies that ignore the impacts on
(and of) gender.”
Sex?
Gender?
Sex …
Sex refers to the biological differences
between females and males
 Health care planning and policy has
focused largely on reproductive
differences, but the range of issues is
broader
Gender …
Gender refers to the socially constructed
roles and relationships, personality traits,
attitudes, behaviours, values, relative
power and influence that society ascribes
to the two sexes on a differential basis.
Gender refers to what
it means to be masculine
and to be feminine in a
society and culture
GBA examines differences among
women and among men
Equity – Starting blocks,
foundations and resources
that allow women and men,
boys and girls to have equal
opportunity to achieve their
potential in health.
Diversity – Variations between
and among people. This
includes “observable”
differences (race, residence)
and also less visible ones:
education, spirituality, sexual
orientation, etc.
What is Gender-based Analysis
(GBA)?
… a way of thinking (a tool) to better understand how
the experiences of women and men are different, and
how they are the same
… a means to consider ways in which gender interacts
with other health determinants in research, policy and
planning
… an opportunity to bring research to decision making
by broadening the scope of evidence
GBA in health includes …
 Identifying issues for both women and
men, and for women and men separately
 Analysis of sex-disaggregated data
 Gender-sensitive research that asks about
different experiences of women and men
 Assessing the different effects of policies
on diverse groups of women and men
 Engaging women and men in the process of
policy development and evaluation
Gender-Based Analysis is important for
health decision-making
GBA challenges assumptions that all people
are affected in the same way by policies,
programs, laws, service delivery …
… And that all people show the same
outcomes for health
GBA uncovers hidden inequalities and
inequities for men and for women
A fundamental question asked in
Gender-based analysis is:
“Who is not included here?”
This encourages us to think
beyond the mainstream and
consider what makes women
and men, girls and boys,
vulnerable.
Exercise 1
Quiz – Sex? Gender? Gender and Sex?
Annual Incidence of Diabetes:
1989-99
Standard presentation
60
Incidence per 10,000
50
40
30
20
Female - Manitoba
10
Male - Manitoba
0
1989
1990
1991
1992
1993
1994
Year
1995
1996
1997
1998
1999
Sex and Age
150.3
140.2
157.4
75-79
12
8.3
15-19
20-24
33.9
33.4
29.4
25
40
23.7
14.1
60
43.5
48.1
80
85.7
60.8
73.8
100
100.7
112.4
112.4
136.6
110.9
118.1
70-74
88.4
120
6.4
4.1
Rate per 10,000
Male
140
20
143.7
Female
160
136
180
169.5
178.7
200
135.9
Age-Specific Incidence - Manitoba 1999
0
25-29
30-34
35-39
40-44
45-49
50-54
55-59
Years
60-64
65-69
80-84
85+
Prevalence by Sex, Age and
Aboriginal Ancestry, Canada 1999
(Health Canada, 2000)
40%
35%
30%
Men
Women
First Nations
Percent
Canada
25%
20%
15%
10%
5%
0%
15-24 25-34 35-44 45-54 55-64
65+
Age 15-24 25-34 35-44 45-54 55-64
Adj.
Age (years)
65+
Age
Adj.
Questions to Consider
• Primary Prevention of Diabetes
(modifiable risk factors)
What factors contribute to physical
inactivity & obesity among women and
men? Are they different? How?
How can we promote physical activity &
healthy body weight among women,
encouraging healthy body images for
women of all sizes and ages?
Questions to Consider
• Secondary prevention of diabetes (early
detection through screening)
How can we promote appropriate diabetes
screening for women & men? Do we need
different strategies?
What are the best strategies to reach
Aboriginal women & men?
Questions to Consider
• Tertiary Prevention (preventing & delaying
the complications of diabetes)
Do women & men need different types of
diabetes education? What would these be?
How can we make diabetes education
programs most useful to Aboriginal women
and men? What Aboriginal expertise is
available?
ANALYSIS: Ask Questions
• Do biological differences account for
different risks or consequences?
• Does gender have added effects?
Individuals’ expected traits, behaviours
(nurturing vs. self care?)
Interpersonal power dynamics
Family contexts (i.e. single parenting)
Broader social conditions
(i.e. education, income)
GBA Questions Inequities
What gaps in outcomes are
identifiable? How might they
reflect unequal opportunities,
barriers?
Are the needs of
females/males considered –
across life span, roles, ability
levels, economic conditions,
cultural diversity, sexual
orientation?
Question status quo
Have influences of
gender power
differences been
considered?
Do programs, policy,
practices perpetuate
gender stereotypes?
Implications, Lessons
Incorporating gender may lead to…
New ways of working, cross-department
New partners and voices considered
Critique of existing programs/practices
Ongoing attention to gender, diversity
Policy/programs/practices better
tailored to vulnerable groups
Better use of resources
Gender and Health: What can we do?
View our work, research, policies
and programs through a gender lens
Remember that every population is
gendered, so gender analysis is
essential to reduce health inequities
Consistently attend to the contexts of women’s and men’s
lives – income, ethnicity, age, ability, sexual orientation,
power, responsibilities, etc
Integrate these contexts into our daily work in health
Exercise 2
Gender and Emergency Preparedness
Exercise 3
• Background and defining issue(s)
• Developing options
www.sgba-resource.ca
The Source
www.womenshealthdata.ca
Prairie Women’s Health Centre of
Excellence
pwhce@usask.ca