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      • Gender Equality Training
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        • What is Gender Equality Training
        • Why invest in Gender Equality Training
        • Who should use Gender Equality Training
        • Step-by-step guide to Gender Equality Training
            • 1. Assess the needs
            • 2. Integrate initiatives to broader strategy
            • 3. Ensure sufficient resources
            • 4. Write good terms of reference
            • 5. Select a trainer
            • 6. Engage in the needs assessment
            • 7. Actively participate in the initiative
            • 8. Invite others to join in
            • 9. Monitoring framework and procedures
            • 10. Set up an evaluation framework
            • 11. Assess long-term impacts
            • 12. Give space and support others
        • Designing effective Gender Equality Training
        • Gender Equality Training in the EU
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        • More on EIGE's work on Gender Equality Training
      • Gender Impact Assessment
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        • What is Gender Impact Assessment
        • Why use Gender Impact Assessment
        • Who should use Gender Impact Assessment
        • When to use Gender Impact Assessment
        • Guide to Gender Impact Assessment
          • Step 1: Definition of policy purpose
          • Step 2: Checking gender relevance
          • Step 3: Gender-sensitive analysis
          • Step 4: Weighing gender impact
          • Step 5: Findings and proposals for improvement
        • Following up on gender impact assessment
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        • Examples from the EU
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      • Institutional Transformation
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        • What is Institutional Transformation
          • Institutional transformation and gender: Key points
          • Gender organisations
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          • Gender mainstreaming and institutional transformation
          • Dimensions of gender mainstreaming in institutions: The SPO model
        • Why focus on Institutional Transformation
          • Motivation model
        • Who the guide is for
        • Guide to Institutional Transformation
            • 1. Creating accountability and strengthening commitment
            • 2. Allocating resources
            • 3. Conducting an organisational analysis
            • 4. Developing a strategy and work plan
            • 5. Establishing a support structure
            • 6. Setting gender equality objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing gender mainstreaming
            • 9. Developing gender equality competence
            • 10. Establishing a gender information management system
            • 11. Launching gender equality action plans
            • 12. Promotional equal opportunities
            • 13. Monitoring and steering organisational change
        • Dealing with resistance
          • Discourse level
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          • Statements and reactions
        • Checklist: Key questions for change
        • Examples from the EU
            • 1. Strengthening accountability
            • 2. Allocating resources
            • 3. Organisational analysis
            • 4. Developing a strategy and working plan
            • 5. Establishing a support structure
            • 6. Setting objectives
            • 7. Communicating gender mainstreaming
            • 8. Introducing methods and tools
            • 9. Developing Competence
            • 10. Establishing a gender information management system
            • 11. Launching action plans
            • 12. Promoting within an organisation
            • 13. Monitoring and evaluating
      • Gender Equality in Academia and Research
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        • WHAT
          • What is a Gender Equality Plan?
          • Terms and definitions
          • Which stakeholders need to be engaged into a GEP
          • About the Gear Tool
        • WHY
          • Horizon Europe GEP criterion
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          • Why change must be structural
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          • GEAR step-by-step guide for research organisations, universities and public bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
            • Step 4: Implementing a Gender Equality Plan
            • Step 5: Monitoring progress and evaluating a Gender Equality Plan
            • Step 6: What comes after the Gender Equality Plan?
          • GEAR step-by-step guide for research funding bodies
            • Step 1: Getting started
            • Step 2: Analysing and assessing the state-of-play in the institution
            • Step 3: Setting up a Gender Equality Plan
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            • Step 6: What comes after the Gender Equality Plan?
          • GEAR action toolbox
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      • Gender-sensitive Parliaments
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        • What is the tool for?
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        • Self-assessment, scoring and interpretation of parliament gender-sensitivity
          • AREA 1 – Women and men have equal opportunities to ENTER the parliament
            • Domain 1 – Electoral system and gender quotas
            • Domain 2 - Political party/group procedures
            • Domain 3 – Recruitment of parliamentary employees
          • AREA 2 – Women and men have equal opportunities to INFLUENCE the parliament’s working procedures
            • Domain 1 – Parliamentarians’ presence and capacity in a parliament
            • Domain 2 – Structure and organisation
            • Domain 3 – Staff organisation and procedures
          • AREA 3 – Women’s interests and concerns have adequate SPACE on parliamentary agenda
            • Domain 1 – Gender mainstreaming structures
            • Domain 2 – Gender mainstreaming tools in parliamentary work
            • Domain 3 – Gender mainstreaming tools for staff
          • AREA 4 – The parliament produces gender-sensitive LEGISLATION
            • Domain 1 – Gender equality laws and policies
            • Domain 2 – Gender mainstreaming in laws
            • Domain 3 – Oversight of gender equality
          • AREA 5 – The parliament complies with its SYMBOLIC function
            • Domain 1 – Symbolic meanings of spaces
            • Domain 2 – Gender equality in external communication and representation
        • How gender-sensitive are parliaments in the EU?
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          • Women and men have equal opportunities to ENTER the parliament
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          • Women’s interests and concerns have adequate SPACE on parliamentary agenda
          • The parliament produces gender-sensitive LEGISLATION
          • The parliament complies with its SYMBOLIC function
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      • Gender Budgeting
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        • Who is this toolkit for?
        • What is gender budgeting?
          • Introducing gender budgeting
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          • What does gender budgeting involve in practice?
          • Gender budgeting in the EU Funds
            • Gender budgeting as a way of complying with EU legal requirements
            • Gender budgeting as a way of promoting accountability and transparency
            • Gender budgeting as a way of increasing participation in budget processes
            • Gender budgeting as a way of advancing gender equality
        • Why is gender budgeting important in the EU Funds?
          • Three reasons why gender budgeting is crucial in the EU Funds
        • How can we apply gender budgeting in the EU Funds? Practical tools and Member State examples
          • Tool 1: Connecting the EU Funds with the EU’s regulatory framework on gender equality
            • Legislative and regulatory basis for EU policies on gender equality
            • Concrete requirements for considering gender equality within the EU Funds
            • EU Funds’ enabling conditions
            • Additional resources
          • Tool 2: Analysing gender inequalities and gender needs at the national and sub-national levels
            • Steps to assess and analyse gender inequalities and needs
            • Step 1. Collect information and disaggregated data on the target group
            • Step 2. Identify existing gender inequalities and their underlying causes
            • Step 3. Consult directly with the target groups
            • Step 4. Draw conclusions
            • Additional resources
          • Tool 3: Operationalising gender equality in policy objectives and specific objectives/measures
            • Steps for operationalising gender equality in Partnership Agreements and Operational Programmes
            • General guidance on operationalising gender equality when developing policy objectives, specific objectives and measures
            • Checklist for putting the horizontal principle of gender equality into practice in Partnership Agreements
            • Checklist for putting the horizontal principle of gender equality into practice in Operational Programmes
            • Examples of integrating gender equality as a horizontal principle in policy objectives and specific objectives
          • Tool 4: Coordination and complementarities between the EU Funds to advance work-life balance
            • Steps for enhancing coordination and complementarities between the funds
            • Step 1. Alignment with the EU’s strategic engagement goals for gender equality and national gender equality goals
            • Steps 2 and 3. Identifying and developing possible work-life balance interventions
            • Step 4. Following-up through the use of indicators within M&E systems
            • Fictional case study 1: reconciling paid work and childcare
            • Fictional case study 2: reconciling shift work and childcare
            • Fictional case study 3: balancing care for oneself and others
            • Fictional case study 4: reconciling care for children and older persons with shift work
            • Additional resources
          • Tool 5: Defining partnerships and multi-level governance
            • Steps for defining partnerships and multi-level governance
            • Additional resources
          • Tool 6: Developing quantitative and qualitative indicators for advancing gender equality
            • Steps to develop quantitative and qualitative indicators
            • ERDF and Cohesion Fund
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            • Additional resources
          • Tool 7: Defining gender-sensitive project selection criteria
            • Steps to support gender-sensitive project development and selection
            • Checklist to guide the preparation of calls for project proposals
            • Checklist for project selection criteria
            • Supplementary tool 7.a: Gender-responsive agreements with project implementers
          • Tool 8: Tracking resource allocations for gender equality in the EU Funds
            • Ensuring gender relevance in EU Funds
            • The tracking system
            • Steps for tracking resource allocations on gender equality
            • Step 1: Ex ante approach
            • Step 2: Ex post approach
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            • Annex 1: Ex ante assignment of intervention fields to the gender equality dimension codes
            • Annex 2: The EU’s gender equality legal and policy framework
          • Tool 9: Mainstreaming gender equality in project design
            • Steps to mainstream gender equality in project design
            • Step 1. Alignment with partnership agreements’ and Operational Programmes’ gender objectives and indicators
            • Step 2. Project development and application
            • Step 3. Project implementation
            • Step 4. Project assessment
          • Tool 10: Integrating a gender perspective in monitoring and evaluation processes
            • Steps to integrate a gender perspective in M&E processes
            • Additional resources
          • Tool 11: Reporting on resource spending for gender equality in the EU Funds
            • Tracking expenditures for gender equality
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      • Gender-responsive Public Procurement
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        • Who is this toolkit for?
          • Guiding you through the toolkit
        • What is gender-responsive public procurement?
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          • Tool 1:Self-assessment questionnaire about the legal
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            • Tool 3: Decision tree to assess the gender relevance
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            • Tool 4: Guiding questions for needs assessment
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            • Tool 5: Decision tree for the choice of procedure for GRPP
            • Dividing the contract into lots
            • Tool 6: Guiding questions for dividing contracts into lots for GRPP
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            • Tool 7: Guiding questions for applying GRPP under the light regime
            • Tool 8: Guiding questions for applying GRPP under the light regime
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            • Tool 9: Decision tree for setting GRPP selection criteria
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  • Gender stereotypes
  • Search for gender stories

My personal story

PrintDownload as PDF
Narrative
Country: Spain
Sex:
Male
Primary Topic:
LEISURE
Year:
2000, 2010

R: Another story that I would like to tell if I don’t remember other…For instance, as regards work, last year, last summer, I applied for a job at the local government. It was for being trainer, a lifeguard. Seven people applied and there were five positions available. Five were women, no, two were women and five were men. There was a scale based on your merits, points and so on. And a man got the best grade, a woman the second, and third, forth and fifth were for men. Supposedly, based on equality and on equality legislation I was removed from my position and a woman was put instead of me. I got the fifth best grade and a woman got the sixth. Up till now this has been the sole moment when the fact of being a man has been prejudicial to me. But I’m still young…This are small things which shape your personality, which have an impact on you
(…)

R: At this point, it made me angry since I didn’t get the job. But well, I guess…If it’s about merits I should have been the one who got the job and not…Regardless it’s me or other person. In case I was the sixth on the list and woman was the fifth, she should get it. It depends on the norms of the process, of the public competitive examination. They should have established a percentage of positions for women and for men as they do in other cases. For instance, prisons administration makes a difference between women’s and men’s quotas. If there is not a specific percentage and it doesn’t matter how women and men do, it’s a bit discriminatory.
(…)

R: I don’t see these are equality measures. They might be image measures, since equality is a different thing. It’s not about putting a man or a woman because of being a woman. Here, I might have a discourse which is close to the PP [conservative party]. But if someone doesn’t have the same merits as other person, regarding a public competitive examination, not a party list… Then, I think if the job application norms don’t establish percentages and so on, and they didn’t…If it is done so beforehand, yes, it would seem fair to me because it would be a compulsory measure. But if you do afterwards…It seemed a bit unfair to me.

Spanish

R: Otra anécdota que quería contar ahí si no se me ocurren más...En el trabajo por ejemplo el año pasado, el verano pasado hice una solicitud para trabajar en el ayuntamiento A de monitor, de socorrista en el que se presentaban siente personas para cinco plazas, cinco mujeres, no dos mujeres y cinco hombres. Entonces iba por un baremo de puntos por méritos y todo eso. Y por ejemplo quedó primero un hombre, segundo una chica y tercero, cuarto y quinto hombres. Yo fui el quinto y la sexta fue una mujer. Y supuestamente por igualdad a mí me quitaron y pusieron a una mujer por la ley de la paridad. Entonces eso fue el único aspecto que me perjudicó ser hombre hasta al momento, que también tengo pocos años. Son más bien cosas puntuales que te hacen tu personalidad, que te hacen marcar.

I: En ese momento como valoraste el hecho de que ser hombre te perjudicara?

R: En ese momento con cabreo porque me quedé sin trabajo, pero bueno. Pero supongo que...O sea si por méritos, tengo méritos suficientes debería entrar yo y no....Independiente que sea yo o otra persona. Igual que si una mujer estuviese de quinto y yo estuviese de sexto tendría que estar ella. Depende de las normas del concurso, de la oferta pública. Para eso ya podían destinar antes un porcentaje para mujeres y para hombres como hay para oposiciones. Por ejemplo en funcionario de prisiones se hace la diferenciación entre hombres y mujeres por porcentaje. Si no se hace el porcentaje y da igual que entren hombres o mujeres pues un poco discriminatorio. Da igual uno que otro.

I: Quizás en el tipo de carrera que escogiste, en el ocio, en tus relaciones personales hubo algún momento en que consideraras que ser hombre te limitó de alguna manera que haya unos roles masculinos que cumplir?
Yo pienso que ser hombre no te limita para nada. Si fuera mujer un poco más para ciertas cosas. En la universidad no creo que por ser mujer o ser hombre te limiten para cualquier cosa. De hecho hay muchas más universitarias que universitarios. Y profesores creo que entran más mujeres que hombres. Entonces no creo que sea un impedimento. En el ocio sí, lo que dije antes. Y actitudes que se escuchan de tus amigos o de...Si una mujer se lía con muchos es una puta si hombre es un machito y cosas así. Pero poco... pero tampoco. ..Por ejemplo también cuando yo tenía dieciséis años iba con los de mi clase a salir y a mí no me dejaban entrar por tener dieciséis años pero a una mujer por, de mi edad, de mi clase, por llevar minifalda y por ser un poco guapa si que le dejaban entrar. Pero es lo mismo de antes, que ven a las mujeres como reclamos sexuales, como carnaza como digo yo.

I: Entonces no ves que tu sexo te limite en ningún caso y ves que todo son ventajas por decirlo de algún modo?
No lo veo como ventajas ni desventajas. Creo que las ventajas y desventajas deben ir en la capacidad de cada uno no por ser mujer, por ser hombre, por ser transexual, por ejemplo. Eso depende de las capacidades y de la forma de ser de cada uno. De hecho a mí me limitó más, o me perjudicó más mi orientación sexual, o me marcó más que el hecho de ser hombre o mujer. Claro que te hace unas conductas pero bueno, cada vez se van más difuminando. Por ejemplo mi padre antes no hacía nada en casa, ahora va trabajando un poco más. Supongo que será por...gradualmente, que la igualdad se instalará un poco más. Supongo que eso será en gran parte culpa de la educación de cada uno que reciba, y de los valores que le inculquen.

I: En tu caso has percibido que quizás, tenías una hermana verdad? Quizás la educación recibida por ti y por tu hermana fue diferente de alguna manera?

R: Eso no lo sé porque mi hermana me lleva doce años.

I: A parte de por el tiempo por el sexo?

R: No porque en mi casa tuvimos una educación igual los tres lo que pasa es que hechos puntuales de esos de salir, de ir las parejas a su casa y todo eso, pues sí que escuchas comentarios y actitudes. Pero tampoco está discriminada. De hecho a ella nunca le obligaron casi nada a hacer tareas del hogar y a mí sí, que es algo raro porque siempre suele ser al revés, por ser una mujer. Entonces...No tuve nada que...En ese sentido no tuve ningún...
(…)

R: Tampoco considero que sean medidas de igualdad. Pueden ser más bien de imagen porque igualdad es otra cosa. No es poner a una mujer o a un hombre por ser mujer. Es que aquí puedo tener un discurso un poco del PP [partido conservador]. Pero es que si por ejemplo una persona no tiene los mismos méritos que otra persona, en nivel de oposición, no de lista ni nada de eso. Entonces considero que si no que en las bases de la oferta de empleo, que se establezcan los porcentajes y tal que no estaban establecidos. Si se establecían de antes, sí. Me parecería justo porque sería una medida obligatoria. Pero si se hace después...Me pareció un poco injusto.

R: Si está en las bases me parece bien. Si no es como si pusieran a la gente por enchufe...

Metadata

Other Topic categories:
CHILDHOOD / FAMILY LIFE / RELATIONSHIPS
EDUCATION
IDENTITY
PROFESSIONAL CAREER
SOCIETAL CONTEXT
VIOLENCE
Key actors: 
employer, other (public administration)
Tags:
family life, degree/diploma, health, sexuality, sexual orientation, going out, leisure time, competences, promotion/selection, discrimination, feminism/feminist, sex object
Male, 21 Spain

Gender did matter

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