Gender Disparities

Statistical differences (often referred to as “gaps”) between men and women, boys and girls that
reflect an inequality in some quantity.

Gender Equality
The concept that women and men, girls and boys have equal conditions, treatment and
opportunities for realizing their full potential, human rights and dignity, and for contributing to
(and benefitting from) economic, social, cultural and political development. Gender equality is,
therefore, the equal valuing by society of the similarities and the differences of men and women,
and the roles they play. It is based on women and men being full partners in the home, community
and society. Equality does not mean that women and men will become the same but that women’s
and men’s rights, responsibilities and opportunities will not depend on whether they are born male
or female.
Gender equality implies that the interests, needs and priorities of both women and men and girls
and boys are taken into consideration, recognizing the diversity of different groups and that all
human beings are free to develop their personal abilities and make choices without the limitations
set by stereotypes and prejudices about gender roles. Gender equality is a matter of human rights
and is considered a precondition for, and indicator of, sustainable people-centred development.

Gender Equity
The process of being fair to men and women, boys and girls, and importantly the equality of
outcomes and results. Gender equity may involve the use of temporary special measures to
compensate for historical or systemic bias or discrimination. It refers to differential treatment that
is fair and positively addresses a bias or disadvantage that is due to gender roles or norms or
differences between the sexes. Equity ensures that women and men and girls and boys have an
equal chance, not only at the starting point, but also when reaching the finishing line. It is about
the fair and just treatment of both sexes that takes into account the different needs of the men and
women, cultural barriers and (past) discrimination of the specific group.

Gender Gap
Disproportionate difference between men and women and boys and girls, particularly as reflected
in attainment of development goals, access to resources and levels of participation. A gender gap
indicates gender inequality.

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Gender Indicators
Criteria used to assess gender-related change in a condition and to measure progress over time
toward gender equality. Indicators used can be quantitative (data, facts, numbers) and qualitative
(opinions, feelings, perceptions, experiences).

Gender Mainstreaming
A strategy to accelerate progress on women’s and girls’ rights and equality in relation to men and
boys. This is the chosen approach of the United Nations system and international community
toward implementation of women’s and girls’ rights, as a sub-set of human rights to which the
United Nations dedicates itself. Gender equality is the goal. Gender mainstreaming is the process
of assessing the implications for girls and boys and men and women of any planned action,
including legislation, policies and programmes. It is a strategy for making girls’ and women’s, as
well as boy’s and men’s, concerns and experiences an integral dimension of the design,
implementation, monitoring and evaluation of policies and programmes so that girls and boys and
women and men benefit equality, and inequality is not perpetuated.

Gender Neutral
Anything – a concept, an entity, a style of language – that is unassociated with either the male or
female gender. The nature of systemic and embedded or internalized bias is such that,
unfortunately often, what is perceived to be gender neutral is in fact gender blind.

Gender Norms
Accepted attributes and characteristics of male and female gendered identity at a particular point
in time for a specific society or community. They are the standards and expectations to which
gender identity generally conforms, within a range that defines a particular society, culture and
community at that point in time. Gender norms are ideas about how men and women should be
and act. Internalized early in life, gender norms can establish a life cycle of gender socialization
and stereotyping.

Gender Parity
A numerical concept concerning relative equality in terms of numbers and proportions of men and
women, girls and boys. Gender parity addresses the ratio of female-to-male values (or males-to
females, in certain cases) of a given indicator.
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Gender Planning
A planning approach that recognizes the different roles that women and men play in society and
the fact that they often have different needs.

Gender Relations
A specific sub-set of social relations uniting men and women as social groups in a particular
community. Gender relations intersect with all other influences on social relations – age, ethnicity,
race, and religion – to determine the position and identity of people in a social group. Since gender
relations are a social construct, they can be changed.

Gender-responsive Budgeting (GRB)

Government planning, programming and budgeting that contributes to the advancement of gender
equality and the fulfillment of women's rights. It entails identifying and reflecting needed
interventions to address gender gaps in sector and local government policies, plans and budgets.
GRB also aims to analyze the gender differentiated impact of revenue-raising policies and the
allocation of domestic resources and Official Development Assistance.

Gender-neutral Programming and Policies

Programming and policies that do not centre gender concerns or distinguish between genders in
their design, interventions and monitoring.

Gender-responsive Programming and Policies

Intentionally employing gender considerations to affect the design, implementation and results of
programmes and policies. Gender-responsive programmes and policies reflect girls’ and women’s
realities and needs, in components such as site selection, project staff, content, monitoring, etc.
Gender-responsiveness means paying attention to the unique needs of females, valuing their
perspectives, respecting their experiences, understanding developmental differences between girls
and boys, women and men and ultimately empowering girls and women.

Gender-sensitive Programming and Policies

Programmes and policies that are aware of and address gender differences.

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Gender-socialization
The process of girls and boys, women and men learning social roles based on their sex, which
leads to different behaviours and creates differing expectations and attitudes by gender. An
example is that concept that girls and women do more household chores, such as cooking and
cleaning, while boys and men do more work out of the home. Gender roles often lead to inequality.

Gender-stereotyping
Ascribing certain attributes, characteristics and roles to people based on their gender. Gender
stereotypes can be negative (i.e., women are bad drivers, men can’t change diapers) and benign
(i.e., women are better caregivers, men are stronger). Gender stereotyping becomes harmful when
it limits a person’s life choices, such as training and professional path, and life plans. Compounded
gender stereotypes occur when layered with stereotypes about other characteristics of the person,
such as disability, ethnicity or social status.

Gender-transformative Programming and Policies

Programming and policies that transform gender relations to achieve gender equity.

Gender Effect
A term referring to the understanding that when a society invests in girls, the effects are deep for
the girls, multiple for society and a driver of sustainable development. According to an essay by
the president of the Nike Foundation in UNICEF’s State of the World’s Children 2011, “When a
girl in the developing world receives seven or more years of education, she marries four years
later. An extra year of primary school boosts girls’ eventual wages by 10 to 20 per cent. Studies in
2003 showed that when women and girls earn income, they reinvest 90 per cent of it into their
families, as compared to the 30 to 40 per cent that men and boys contribute. Research has also
shown that higher levels of schooling among mothers correlate with better infant and child health.”