WHAT - World Food Programme

WFP Gender Office

Gender & Communications


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WHAT XXX

Communication both reflects and helps shape the social concept and practice of gender. Through

communication we share beliefs, attitudes and values about expected and accepted roles,

responsibilities, and relations between women and men; messages that may reinforce or seek to transform

gender inequalities. Through the language we use, and our wider communication, we include or exclude,

and assign value or importance, to different women, men, girls and boys.

Gender is relevant to all forms of communication:

verbal, written or visual

within and outside the workplace

with colleagues, partners, government counterparts, beneficiaries, donors

across mediums: casual conversation, staff meetings, consultations with beneficiaries, exchanges with

partners

WFP’s internal and external communications, including strategic communication, publishing and media

products, in text form (printed or online), photography, audio and video

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WHY XXX

The way we communicate is important. Communication reflects the way we – as individuals and as a

group – see and understand the world; it reflects our values, behaviours, believes, biases, opinions and

ignorance.

Communication can perpetuate gender inequalities or, conversely, contribute to change; to recognising,

valuing and including all women, men, girls and boys equally. For example, when words, images and

expressions present women as (a) inferior to men; (b) emotional rather than rational; (c) suitable for

domestic – not public – roles; or (d) vulnerable rather than capable, it becomes harder for women to

exercise their fundamental human rights; to have choices and opportunities as broad as those that are

available to men. This has direct consequences on the ability of WFP to fulfil its commitments, including

advancing gender equality and achieving food security and nutrition for all women, men, girls and boys.

Our communications need to:

be inclusive – equitably portraying different women and men, and girls and boys, as well as equitably

conveying messages of importance to the different women, men, girls and boys with whom we work

be respectful

be empowering

be aligned with and supportive of our commitments and policies on gender equality

break negative stereotypes and contribute to the transformation of gender relationships towards

equality between women and men (and girls and boys).

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WHEN & WHERE XXX

Communication must be gender-sensitive at all times and across all mediums:

in the office or the field

when communicating with beneficiaries – the diverse women, men, girls and boys with whom WFP

works

when communicating with partners, governments, other UN agencies, NGOs and CSOs

when preparing WFP-branded internal and external communication products – interviews with

beneficiaries, stories from the field, newsletters, reports, leaflets, fact sheets, brochures and posters

Concepts

WFP Gender Office

Gender & Communications when talking to, and preparing products for, the media

when taking photos and shooting videos

when designing and conducting campaigns

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WHO XXX

Who Communicates: Anyone who works with WFP – every staff, employee, contractor; in every Country

Office and Sub-Office, Regional Bureau, Liaison Office and HQ Unit; across grades and functional areas –

must communicate in a manner that is gender-sensitive.

WFP Communications Teams and Officers have a particular role in ensuring that messages are gender-

sensitive; as do WFP employees who gather, prepare and distribute information and communication

resources and products. This can include official media products, as well as taking photos, conducting

interviews, or drafting stories.

Who We Communicate With: It is important to be clear about who we communicate with:

Colleagues

‘Beneficiaries’ – the diverse women, men, girls and boys

Government entities (parliaments and public service at the national and sub-national levels)

Other UN organisations

Private sector, including employers’ organisations

Workers’ organizations

Academia and research institutions

Non-Governmental Organizations (NGOs)

Civil Society Organizations (CSOs)

Women’s rights organisations

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HOW XXX

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1. Gender-Sensitive Communication: General Principles

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Across all forms and modes of communication – verbal, written, physical (body language), audio, video

voiceover etc.

Be respectful, non-sexist and non-offensive: Choose words and expressions that do not reinforce

discriminatory stereotypes, gender inequalities and any form of prejudice. Be conscious that language

and phrases, idioms etc. can be perceived differently in different cultures and contexts (e.g. workplace,

public event, among friends).

For example, calling a woman “dear”, “sweetie” or “girl” is disrespectful.

Use words, terms, labels that are inclusive: Avoid language that excludes particular individuals or groups,

like women.

For example, don’t use “he/his” when referring to both women and men. Use ‘they’ (plural) or, in written

form, ‘s/he’ (singular).

Gender-Sensitive

Communication

Principles

Communication

Products

Production &

Distribution

Media Messages &

Advocacy

WFP Gender Office


Exclusionary Inclusionary

Every beneficiary should be able to

provide his feedback.

All beneficiaries should be able to provide

their feedback.

We will meet with the new committee

chairman, once he is elected.

We will meet with the new committee

chairperson, once s/he is elected.

After the election, we will meet with the

new committee chairperson.

Interview a teacher on the school feeding

programme, ask his opinion about

attendance and learning.

Interview teachers on the school feeding

programme, ask their opinion about

attendance and learning.

Choose words that include, not exclude

Exclusionary Inclusionary

Manpower Labour, workforce, human resources,

personnel

Mankind People, humankind, the human race,

men and women

Committee of wise men Advisory committee, panel of counsellors

The rights of man The rights of people, human rights, rights

of citizens

Chairman Chairperson

Spokesman (e.g. The farmer group should

choose their spokesman.)

Spokesperson (e.g. The farmer group

should choose their spokesperson.)

Use equal forms of address

Use names and titles equally. If you use the first name to address people, for example, do so for both

women and men; if you use the surname, do so for both.

Unequal Equal

In the village, we spoke to John Odongo

and to Betty.

In the village, we spoke to John Odongo

and to Betty Lapono.

Refer to individual women and men, or girls and boys, in their own right, rather than through their

relationship with others (e.g. mother). The importance or value of an individual lies with that individual, not

because the individual is of use to another person.

Unequal Equal

Meeting was attended by John Odongo

and his wife.

Meeting was attended by Lucy and John

Odongo.

Recognize women’s and men’s achievements without reference to their marital or parental status, unless

relevant. In the context of improving nutrition of household members, the fact of being a mother of three

children might be relevant; in the context of providing successful leadership among farmers it might not.

Unequal Equal

Betty Lapono, headmistress of the winning

school and a mother-of-three, took part in

the discussion about the school feeding

programme.

Betty Lapono, head of the winning

school, took part in the discussion about

the school feeding programme.

WFP Gender Office


Beware of blind generics

When using generic labels, ensure they are inclusive of everyone they represent; otherwise, specify to

whom you are referring. “Communities”, “farmers” and “rural population” are not homogeneous groups

with the same needs, interests and priorities. It is important to be clear about who is being represented,

referenced and discussed.

Blind Specific

Communities have a strong voice in the

process.

Traditional community leaders, who are

predominantly men, have a strong voice

in the process.

Rural communities identified transport as

their priority need.

Rural women identified access to water

as their priority need, while rural men

identified transport to markets as their

priority need.

The school feeding programme was

supported by community volunteers.

The school feeding programme was

supported by women community

volunteers.

Smallholder farmers have little access to

adequate post-harvest handling

technologies.

Women smallholder farmers have little

access to adequate post-harvest

handling technologies.

Challenge biases & stereotypes

Recognise the contributions and responsibilities of women and men equally. Avoid implying certain roles

or responsibilities are exclusive to women or men. Recognise the value of unpaid domestic and care work.

Stereotyped Non-stereotyped

Invite community leaders and their wives. Invite community leaders, both women

and men.

Mothers were invited to support the

school feeding programme.

Parents and other caregivers were invited

to support the school feeding

programme.

Muhammad Jahjooh makes sure he feeds

his family.

Muhammad Jahjooh and Leila Jahjooh

make sure they feed their family.

Celebration of the International Women’s

Day was attended by government

representatives and their wives and

children.

Celebration of the International Women’s

Day was attended by government

representatives and their families.

The programme encourages men to help

with domestic work.

The programme encourages men to

share domestic work

Doctor / president… he (generic) Doctor / president… s/he, they (generic)

Nurse / assistant… she (generic) Nurse / assistant… s/he, they (generic)

Men often have a job and women stay at

home.

Men often have paid work outside of the

home, while women engage in unpaid

domestic and care work.

Remember that communication is a two-way process: Use means of communication that allow for

discussion and the exchange of ideas and information.

Ensure that accessible complaints and feedback mechanisms are in place so that the diverse women and

men (and girls and boys, as applicable) can provide feedback on WFP’s activities.

Participation Complaints & Feedback Mechanisms

WFP Gender Office


2. Communication Products

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For written, visual, audio and audio-visual communication products (booklets, interviews, articles, stories

from the field, newsletters, reports, leaflets, fact sheets, brochures, posters, videos, photos etc.) check the

following.

i) Balance the number of women and men (and girls and boys) featured in communication products. Show

diversity – people of different gender, age, background, ethnicity, dis/ability, roles, religions, rural/urban

settings etc.

This does not mean that the representation of women and men in every communication should be 50:50.

Where a programme targets rural women, for example, more women will be represented. Where a

training programme is about the role of masculinities in causing and eliminating violence against women

and girls, more men may be represented. Overall, however, the representation of women and men should

be roughly the same.

ii) Include women and men in comparable and diverse roles: If, for example, featuring community leaders

or experts, ensure that both women and men are included, rather than featuring a male expert and

female beneficiary. In a school feeding programme, show women and men preparing meals or

distributing snacks.

iii) Present the views of both women and men (and girls and boys as applicable), and present them as

equally important and relevant. Allow similar time for women and men to speak. Quote both women and

men as sources of expertise, opinions, experiences etc. If, for example, asking community members about

measures to enhance community resilience, feature both women and men, of similar background, such

as a female and male farmer, and a female and male local council member.

iv) Challenge stereotypes: Stereotypes can devalue and restrict opportunities for both women and men;

present incomplete and inaccurate information; and reinforce negative biases and behaviours.

Use language to revise, rather than reinforce, stereotypes.

Avoid portraying women and men exclusively in stereotypical roles. Do not represent certain jobs and

roles as only adequate for, or done by, women and men; such as cooking and childcare by women,

and logistics and leadership by men.

Avoid disempowering imagery and negative stereotypes, such as showing girls and young women as

dependent, vulnerable and uneducated; unless the messaging is designed to change abuses of human

rights, like harmful practices of early, forced and child marriage.

Show women and men in non-stereotypical roles; for example, men preparing food for their children,

women as community leaders, men working as volunteers and women working as logisticians.

Avoid mainly portraying men as active, leaders, decisive, aggressive, or “flexing muscles”; and women

as emotional, passive, dependent, homemakers, or “with tears in their eyes”. Show that women as well

as men have strengths and weaknesses, capacities and vulnerabilities.

The purpose is not to remove any portrayal of women and men in traditional roles, but to ensure diversity

in representation, and challenge inequalities and oppressive stereotypes.

v) Accurately present the situations of both women and men; conveying similarities and differences in their

situations. Do not represent women as inherently vulnerable. Women may be more vulnerable than men,

in certain contexts; and men, more than women, in other situations. Show capacities, not only

vulnerabilities.

vi) Pay attention to images: Images, just like language, can reinforce or revise stereotypes. Avoid

portraying people exclusively in stereotypical roles; ensure diversity in representation.

WFP Gender Office


Images of women:

Stereotypical Non-stereotypical

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WFP Gender Office



Images of men:


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WFP Gender Office


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Even in stereotypical roles, women and men can be portrayed in empowering or disempowering manner.

Use empowering imagery, unless messaging is to highlight and change negative practices and

inequalities.

Disempowering Empowering

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WFP Gender Office


Photos can also convey equality or inequality in relationship and power, status and importance.

Unequal Equal

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Unequal Equal

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Apply the same rules to photo captions, descriptions and accompanying text. Use equal, inclusive and

empowering language, and refer to individual women and men, in their own right, rather than through

their relationship with others.

Compare the two descriptions to this photo.

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Unequal & Excluding Description (actual) Equal & Inclusive Description

In the photo: Mariama Tamba, Joseph's wife,

with their children: Mary, Esther and Michael,

they have 8 children total. The girl at the very

right, wearing yellow pants, is Joseph's niece.

Joseph is glad that he has had no Ebola cases

in his family and he defines the community as

In the photo: Mariama Tamba with her children:

Mary, Esther and Michael. Together with her

husband Joseph Tamba, they have eight

children. The girl at the very right, wearing yellow

pants, is Joseph’s niece.

WFP Gender Office


“normal” although he says that the situation

makes it really hard to work. “This is why the food

we receive is great and very important to me

and my family”. Joseph is unemployed right

now but is the chiefdom Youth Leader. “With a

bit of luck, I would like to become a driver one

day”.

Mariama is glad that there were no Ebola cases

in her family, and says/thinks…

Mariama engages in unpaid domestic and

care work, doing…

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3. Production & Distribution

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i) Tailor the message to the audience: When issuing communication and advocacy messages, adapt the

content and form to the target audience, such as a national government, local media, a women’s rights

organization, a commercial company or a donor.

When communicating with beneficiaries and community groups, take into account language, education

and literacy levels, which can differ for women and men. Ensure the message reaches, is understood and

engages the diverse women and men (and girls and boys as applicable) in the target community.

ii) Use multiple dissemination channels that reach women and men: Different audiences have access to,

and consume, different means of communicating. Ensure that the diverse women and men in the target

audience can access and understand the information and messages conveyed through different

communication channels.

When communicating with beneficiaries, do not assume that women and men have the same access to

different information channels, such as radio, mobile telephones, internet, print media, community

meetings and informal networks. Ensure communication can be fully accessed by everyone.

iii) Monitor reception and impact: Design inclusive and participatory means of collecting quantitative and

qualitative information from diverse women and men, and their organizations, on receiving, understanding

and using of the information that is communicated.

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4. Media Messages & Advocacy

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When sharing information, preparing media products and designing advocacy messages:

provide information disaggregated by sex and age

present information about the specific situations, needs and capacities of women and of men (and of

girls and boys, as applicable)

include gender equality messages

repeat WFP’s commitment to gender equality and women’s empowerment (as ends in themselves and

as means of achieving a world of zero hunger)

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Remember!

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Build a diverse and balanced communications team, at all levels. It will make it easier to relate and

communicate with different groups of people.

Go beyond stereotypical questions and answers. Explore answers to questions, inquiring from different

angles.

Understand the situation.

Understand your own biases and perceptions and how they influence what you see and do not see.

Focus on empowerment, rather than vulnerability. XXX

Monitoring Complaints & Feedback Mechanisms

Participation

Media Messages Concepts Frameworks

WHAT - World Food Programme

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