Gender Inclusivity Dissemination Guidelines

    Gender  Inclusivity   Dissemination  Guidelines   Deliverable  8.1   Christine  Gaffney  and  Niall  Dunphy   Cleaner  Production  Unit,  School  of  Engineering,  University  College  Cork,  Ireland.         http://www.entrust-h2020.eu This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 657998 Gender Inclusivity Dissemination Guidelines   Document Information   Grant  Agreement  #:   657998       Project  Title:   Energy  System  Transition  Through  Stakeholder  Activation,  Education  and  Skills   Development   Project  Acronym:     ENTRUST   Project  Start  Date:   01  April  2015   Related  work  package:   WP  8:  Dissemination  and  Exploitation     Related  task(s):   Task  8.1  Dissemination  Strategy     Lead  Organisation:     University  College  Cork   Submission  date:   01  July  2015   Dissemination  Level:   PU  -­‐  Public       History   Date   29  June  2015   01  July  2015   July 2015 Submitted  by   Christine  Gaffney  (UCC)   Christine  Gaffney  (UCC)   Reviewed  by   Version  (Notes)   Paul  O’Connor  (UCC)   A   John  Morrissey  (LJMU)   B   Page 2 of 20 Gender Inclusivity Dissemination Guidelines Table of Contents About  the  ENTRUST  Project  ..............................................................................................................................  4   Executive  Summary  ...........................................................................................................................................  5   1   Introduction  ................................................................................................................................................  6   2   Background  .................................................................................................................................................  6   2.1   What  is  Gender?  ..................................................................................................................................  6   2.2   Gender  and  Society  .............................................................................................................................  7   2.3   The  Gender  Imbalance  in  Research  .....................................................................................................  9   3   Gendering  Research  .................................................................................................................................  10   3.1   Why  the  Imbalance  Matters  ..............................................................................................................  10   3.2   The  Importance  of  Researcher  Reflexivity  ........................................................................................  11   4   Best  Practice  in  Dissemination  Activities  ..................................................................................................  12   4.1   Language  ...........................................................................................................................................  12   4.2   Imagery  ..............................................................................................................................................  14   4.3   Social  Media  ......................................................................................................................................  14   4.4   Gamification  ......................................................................................................................................  15   5   Gender-­‐Proofing  the  Research  Process  ....................................................................................................  16   6   Conclusion  ................................................................................................................................................  17   7   Bibliography  ..............................................................................................................................................  19     July 2015   Page 3 of 20 Gender Inclusivity Dissemination Guidelines About  the  ENTRUST  Project   ENTRUST  is  mapping  Europe’s  energy  system  (key  actors  and  their  intersections,  technologies,  markets,   policies,  innovations)  and  aims  to  achieve  an  in-­‐depth  understanding  of  how  human  behaviour  around   energy  is  shaped  by  both  technological  systems  and  socio-­‐demographic  factors  (especially  gender,  age  and   socio-­‐economic  status).  New  understandings  of  energy-­‐related  practices  and  an  intersectional  approach  to   the  socio-­‐demographic  factors  in  energy  use  will  be  deployed  to  enhance  stakeholder  engagement  in   Europe’s  energy  transition.     The  role  of  gender  will  be  illuminated  by  intersectional  analyses  of  energy-­‐related  behaviour  and  attitudes   towards  energy  technologies,  which  will  assess  how  multiple  identities  and  social  positions  combine  to   shape  practices.  These  analyses  will  be  integrated  within  a  transitions  management  framework,  which   takes  account  of  the  complex  meshing  of  human  values  and  identities  with  technological  systems.  The  third   key  paradigm  informing  the  research  is  the  concept  of  energy  citizenship,  with  a  key  goal  of  ENTRUST  being   to  enable  individuals  overcome  barriers  of  gender,  age  and  socio-­‐economic  status  to  become  active   participants  in  their  own  energy  transitions.   Central  to  the  project  will  be  an  in-­‐depth  engagement  with  five  very  different  communities  across  Europe   that  will  be  invited  to  be  co-­‐designers  of  their  own  energy  transition.  The  consortium  brings  a  diverse  array   of  expertise  to  bear  in  assisting  and  reflexively  monitoring  these  communities  as  they  work  to  transform   their  energy  behaviours,  generating  innovative  transition  pathways  and  business  models  capable  of  being   replicated  elsewhere  in  Europe.     For  more  information  see  http://www.entrust-­‐h2020.eu     Project  Partners:         University  College  Cork,  Ireland   Liverpool  John  Moores   University,  UK   -­‐  Cleaner  Production  Promotion  Unit  (Coordinator)   st -­‐  Institute  for  Social  Studies  in  21  Century                    LGI  Consulting,  France         Integrated  Environmental   Solutions  Ltd.,  UK                  Redinn  srl,  Italy   Enerbyte  Smart  Energy   Solutions,  Spain     Stam  srl,  Italy       Coordinator  Contact:   Niall  Dunphy,  Director,  Cleaner  Production  Promotion  Unit,  University  College  Cork,  Ireland   t:  +  353  21  490  2521  |  e:  n.dunphy@ucc.ie  |  w:  www.ucc.ie/cppu   July 2015   Page 4 of 20 Gender Inclusivity Dissemination Guidelines Executive  Summary   One  of  the  key  ambitions  of  the  Horizon  2020  framework  programme  for  research  and  innovation  is  to   achieve  gender  equality  and  gender  mainstreaming  in  research.  These  guidelines  provide  a  blueprint  to   achieve  those  ambitions  in  the  ENTRUST  project.  Achieving  gender  inclusivity  in  dissemination  activities   requires  consideration  of  how  language  practices,  and  the  use  of  imagery,  can  enhance  inclusion.  Inclusive   dissemination  practices  can  enhance  communication,  encourage  input  and  feedback  from  participants,  and   ensure  full  participation,  by  all  stakeholders.     In  order  to  develop  gender  inclusivity  in  dissemination  activities,  researchers  must  reflexively  interrogate   their  own  preconceptions  of  gender.  They  should  take  account  of  their  own  gender  positions,  and  how   their  gender  intersects  with  other  sociocultural  positions,  and  consider  how  these  can  impact  on  their  own   communication  styles  and  practices.  Gender  inclusivity  in  both  language  use,  and  imagery,  as  well  as  in   delivery,  is  key  to  ensuring  that  that  the  ambitions  of  the  project  can  be  achieved.   Key  points  on  gender  inclusivity:   • Gender  matters—research  and  communication  on  research  is  enhanced  by  gender  inclusivity.   • Be  reflexive—our  gender  and  social  position  shapes  our  worldview.   • Language  shapes  both  our  thinking  and  our  research  practice.     • Gender  inclusivity  enhances  research  outcomes.   • Be  gender  inclusive  when  selecting  terms.   • Masculine  pronouns  should  not  be  used  to  represent  both  women  and  men.   • Terms  that  diminish  women—like  “lady”  or  “girl”  should  be  avoided.   • Reference  should  not  be  made  to  women’s  [or  men’s]  appearance  or  marital  status.     • Avoid  traditional  concepts  such  as  “head  of  the  household”  which  limit  representation.   • Use  gender  inclusive  job  titles.     • Be  proactively  gender  inclusive.  Include  images  of  women  in  active  roles  as  researchers,  etc.  Aim   for  gender  balance  when  portraying  domestic  situations.   • Do  not  use  sexualised,  or  sexually  explicit  imagery.   • Models  of  gamification  should  be  tested  on  both  women  and  men.   • Attend  to  gender  dynamics  in  a  group  setting.  Participant  engagement  should  be  facilitated.   Avoid  practices  that  will  alienate  participants  from  engaging  with  the  project.   • Identify  barriers  that  may  hinder  full  participation  from  all  participants,  and  take  steps  to   overcome  them.     • Prior  to  disseminating  any  information  the  text  should  be  gender-­‐proofed  to  ensure  that  high   standards  are  applied  to  the  dissemination  of  content.     July 2015   Page 5 of 20 Gender Inclusivity Dissemination Guidelines 1 Introduction   These  guidelines  will  inform  both  the  content  and  approach  to  developing  and  ensuring  gender  inclusivity   in  dissemination  activities  with  a  view  to  engaging  stakeholders,  and  promoting  involvement  in  the   ENTRUST  project.  The  project  dissemination  activities  will  maximise  gender-­‐inclusivity  by  adhering  to  these   guidelines,  and  ensuring  that  appropriate  language  and  imagery  are  used.  In  this  context  it  is  important  to   note  that  dissemination  is  not  a  single  activity,  but  is  a  crosscutting  theme  of  the  entire  project:  and  gender   inclusivity  is  a  core  commitment,  and  a  required  element,  of  this  project.  The  following  sections  outline   what  gender  is,  why  gender  matters,  and  how  gender  inclusivity  can  be  accomplished  in  dissemination   activities.  It  should  be  noted  that  this  is  a  live,  working  document  and  will  be  regularly  updated  based  on   feedback  from  researchers  and  stakeholders.   2 Background   2.1 What  is  Gender?   In  order  to  achieve  gender  inclusivity  in  dissemination  activities  it  is  important  to  understand  what  gender   is,  and  to  understand  the  difference  between  sex  and  gender.  Sex  refers  to  the  biological  differences   between  women  and  men.  Gender  refers  to  the  social  differences  between  women  and  men.  People  are   born  with  a  particular  biological  sex;  but  gender  is  a  social  and  cultural  construction,  and  it  develops  in  the   individual  through  social  processes.  Gender  is  learned.  The  individual  develops  their  gender  and  their   gendered  identity  through  social  and  personal  interactions  (Oakley  1972).  The  fact  that  gender  is  socially   learned,  rather  than  determined  by  biology,  is  demonstrated  by  the  huge  variation  in  gender  roles  across   different  cultures,  and  across  time  (Eagly  &  Wood  2013;  Wood  &  Eagly  2002).  Gender  roles  also  vary  within   societies,  where  they  intersect  with  age  and  socio-­‐economic  status  as  well  as  other  sociocultural  factors   such  as  culture,  ethnicity,  and  religion.     We  can  think  of  gender  in  terms  of  the  personal  attributes  people  are  expected  to  have  (aptitudes  and   characteristics)  as  well  as  the  social  roles  (behaviours  and  responsibilities)  to  which  people  are  expected  to   conform.  Men  are  expected  to  display  the  traits  of  masculinity;  women  are  expected  to  display  the  traits  of   femininity.  But  what  the  traits  of  masculinity  and  femininity  entail  varies  across  both  time  and  cultures,  as   well  as  within  particular  cultures.  Gender  roles  have  changed  considerably  over  recent  decades  as  social   norms  regarding  appropriate  gender  aptitudes  and  behaviours  have  changed.  For  example,  while  women   still  have  primary  responsibility  for  parenting,  fathers  have  become  increasingly  more  involved  in  active   parenting.  This  social  shift  in  parenting  responsibilities  is  increasingly  recognised  across  the  EU.  Maternity   leave  is  already  mandatory  in  the  EU,  and  some  European  countries  have  now  introduced  paternity  leave,   with  more  countries  expected  to  follow.   Gender  is  a  significant  factor  in  everyone’s  lives.  Everyone  has  a  gender,  everyone  is  gendered  on  the  basis   of  their  biological  bodies  from  the  moment  they  are  born,  and  gendering  continues  for  the  duration  of  the   lifespan  (Fausto-­‐Sterling  2005;  Fausto-­‐Sterling  et  al.  2012a;  Fausto-­‐Sterling  et  al.  2012b).  Gender  is  both  a   July 2015 Page 6 of 20 Gender Inclusivity Dissemination Guidelines social  process  and  a  personal  experience;  it  can  be  understood  as  a  dynamic  interplay  between  self  and   social  system,  a  complex  intersection  between  biology  and  society.       People  develop  their  gender  identities  [as  women  and  men]  throughout  the  course  of  their  lives.  Each   person  is  born  into  a  social  world  that  already  has  a  gendered  set  of  norms  and  expectations  to  which  they   are  expected  to  conform,  based  on  their  biological  sex.  From  the  moment  of  birth  each  individual   experiences  being  gendered  as  either  a  boy  or  as  a  girl.  Infants  are  described  in  gendered  terms,  treated   differently,  and  encouraged  to  display  the  appropriate  gender  attributes  associated  with  the  biological   body  that  they  happen  to  be  born  with  (Fine  2010).  Considerable  social  pressure—from  family,  peers,  and   wider  society—is  brought  to  bear  upon  children  as  they  grow  up  to  conform  to  their  socially  sanctioned   gender  roles.   Everyone  has  a  gender;  however,  not  everyone’s  gender  enactment  conforms  to  social  expectations.  Men   are  expected  to  demonstrate  “masculine”  behaviours  and  women  are  expected  to  demonstrate  “feminine”   behaviours,  and  there  are  significant  social  sanctions  against  individuals  who  do  not  conform  to  social   expectations  about  how  they  should  behave  as  either  men  or  women.  Further,  it  should  be  understood  that   gender  is  not  a  binary.  Describing  women  and  men  as  “opposites”  is  in  itself  a  social  construction.  Women   and  men  are  not  “opposites”.  Both  men  and  women  display  a  range  of  behaviours  and  abilities  that  can  be   described  as  “masculine”  or  “feminine”—and  it  should  be  realised  that  the  decision  to  label  behaviours  and   abilities  as  masculine  or  feminine  is  a  social  one.  Both  men  and  women  cry;  both  women  and  men  can  be   aggressive;  both  men  and  women  are  emotional;  both  women  and  men  are  rational;  both  men  and  women   are  empathic;  both  women  and  men  can  do  mathematics.   It  should  also  be  realised  that  the  tendency  to  designate  certain  professions  and  employments  as  better   suited  to  either  women  or  men  on  the  basis  of  supposedly  innate  biological  differences  is  also  socially   determined  and  strongly  intersects  with  social  norms  of  appropriate  masculine  and  feminine  behaviours   and  attributes.  Both  men  and  women  can  be  nurses;  both  women  and  men  can  be  engineers;  both  men   and  women  can  be  child-­‐carers;  both  women  and  men  can  be  physicists;  both  men  and  women  can  be   social  workers;  both  women  and  men  can  be  scientists.     Gender  extends  beyond  an  individual’s  behaviours  and  attributes.  Knowledge,  environments,  technologies   and  products  are  also  gendered  as  masculine  and  feminine,  and  so  their  use  is  gendered  also.  It  should  be   recognised  that  attributing  gender  to  knowledge  and  technologies  etc.  is  a  social  choice  and  is  not   determined  by  biological  factors.   2.2 Gender  and  Society   The  EU  recognises  that  the  position  of  women  and  men  in  society  is  not  equal.  The  EU  has  developed   strategies  to  achieve  gender  equality  between  women  and  men;  however  significant  gender  inequalities   remain.  These  inequalities  feature  across  all  areas  of  life—in  the  domestic,  educational,  and  employment   arenas—and  across  the  EU.  Women  still  have  primary  responsibility  for  domestic  duties  such  as  housework,   July 2015 Page 7 of 20 Gender Inclusivity Dissemination Guidelines and  still  have  the  primary  responsibility  for  childcare,  as  well  as  the  care  of  elderly  family  members  and   relations  with  disabilities.  These  responsibilities  can  have  a  significant  impact  on  women’s  careers.     Women  still  earn  less  money  than  men  (EC  2014).    Women  are  under-­‐represented  in  highly  paid  fields  of   work  such  as  the  STEM  [science,  technology,  engineering  and  mathematics]  sectors  (EC  2013).  And  women   are  over-­‐represented  in  poorly  paid,  part-­‐time  and  insecure  employment  sectors  such  as  the  service   industry  (EC  2009).  The  professions  where  women  are  the  majority  of  employees,  for  example  nursing  and   teaching,  attract  considerably  lower  salaries  in  comparison  to  the  STEM  sectors  (EC  2014).  This  disparity  in   pay  is  a  reflection  of  social  systems  that  gives  disparate  value  to  the  social  roles  of  women  and  men.  Society   places  a  low  value  on  the  professions  that  involve  the  “feminine”  attributes  of  caring—despite  the  obvious   need  that  society  has  for  carers.  This  is  reflected  by  the  comparatively  lower  pay  scales  that  these   professions  command.  It  is  also  true  that  while  it  is  difficult  for  women  to  enter  the  STEM  sectors,  it  can   also  be  difficult  for  men  to  enter  the  “caring”  professions.  The  under-­‐representation  of  men  in  these   professions  may  be,  in  part,  due  to  the  lower  rates  of  pay  making  them  less  attractive  to  men;  but  it  is  also   fair  to  say  that  men  can  face  considerable  opposition  to  entering  these  careers  because  of  the  social   designation  of  them  as  “feminine”.  The  imbalance  of  both  sexes  across  a  range  of  sectors  is  detrimental  not   only  to  those  sectors  themselves,  but  to  society  as  a  whole.   Women  are  grossly  under-­‐represented  in  positions  of  political,  corporate  and  financial  power.  The  under-­‐ representation  of  women  in  positions  of  power  impacts  not  only  on  women’s  earnings,  but  also  on  the   culture  and  structures  of  political,  corporate,  and  financial  institutions.  Women  find  themselves  at  a   remove  from  decision-­‐making  roles  in  both  institutions  and  in  the  public  sphere;  it  then  follows  that  they   can  have  only  limited  impact  in  spheres  of  significant  power  and  influence.  As  a  result  the  perspectives  and   insights  that  might  be  gained  from  incorporating  the  different  life  experiences  that  women  can  bring  is   largely  absent—to  the  detriment  of  the  institutions  themselves,  as  well  as  to  the  women  and  men  who   work  there.   As  human  beings  we  display  a  range  of  intelligences,  capacities  and  abilities.  The  perception  that  any   particular  type  of  intelligence  or  ability  is  confined  to  one  sex  is  mistaken,  as  is  the  perception  that  any   particular  type  of  intelligence  is  superior  to  another.  These  attributions  of  value  are  a  reflection  of   gendered  social  systems,  and  the  gendered  division  of  social  roles,  rather  than  intrinsic  worth.  It  should  be   understood  that  the  under-­‐representation  of  women  in  comparison  to  men  in  technical  and  scientific   careers,  or  in  positions  of  power  and  influence,  is  not  due  to  women’s  lack  of  “rational  intelligence”,  or   ability.  Nor  is  the  dominance  of  women  in  the  “caring”  professions  due  to  men’s  lack  of  “emotional   intelligence”,  or  the  capacity  for  empathy  or  nurturing.  The  disparities  in  occupation  between  women  and   men  are  a  reflection  of  how  societies  are  organised—they  are  not  due  to  the  intrinsic  qualities  of  men  and   women.   The  Horizon  2020  framework  programme  for  research  and  innovation  (H2020)  has  as  one  of  its  central   goals  gender  equality  and  gender  mainstreaming  in  research.  Although  there  are  more  women  in  the   workforce  than  ever  before,  and  the  EU  is  actively  engaged  with  facilitating  women  in  entering  into  paid   July 2015 Page 8 of 20 Gender Inclusivity Dissemination Guidelines employment,  there  are  still  significant  issues  to  be  overcome  before  we  achieve  full  gender  equality  across   all  spheres.   2.3 The  Gender  Imbalance  in  Research   There  is  a  significant  gender  imbalance  in  the  arenas  of  science  and  research.  Data  is  collected  for  the   European  Commission  every  three  years  to  assess  the  participation  levels  of  women  across  scientific1   disciplines.  The  collected  statistics  and  indicators  below  are  drawn  from  She  Figures  2012:  Gender  in   Research  and  Innovation  (EC  2013).  In  the  three  sectors  reviewed—higher  education,  government  and   enterprise—and  in  nearly  all  EU  countries  studied,  the  proportion  of  male  researchers  exceeds  that  of   female  researchers.  In  2009,  in  the  EU-­‐27,  women  in  research  remain  a  minority,  accounting  for  only  one   third  of  researchers.  However,  it  is  noteworthy  that  there  is  a  considerable  disparity  between  the   proportion  of  female  researchers  in  the  public  sector  (higher  education/government)  and  the  private   sector.  On  average,  women  represent  40%  of  all  researchers  in  the  public  sector,  but  only  19%  of   researchers  in  the  private  sector.  It  is  apparent  that  proactive  EU  and  government  policies  promoting   gender  equality  in  the  member  states  have  had  a  clear,  positive,  impact  on  the  numbers  of  women   employed  in  the  higher  education  and  government  sectors.  However  there  still  remains  a  significant  under-­‐ representation  of  women  in  research  leadership  roles  across  all  sectors.  For  example,  in  the  Higher   Education  sector,  the  proportion  of  women  who  are  full  professors  is  just  18%  (EC  2012).     It  is  clear  that  institutional  cultures  and  practices  hinder  career  opportunities  for  women.  Men  dominate   most  of  the  sectors  in  the  research  arena;  moreover,  the  culture  and  ethos  in  the  sectors  are  dominated  by   norms  that  reflect  ideals  of  stereotypical  masculinity.  There  is  pressure  to  display  and  adhere  to  traits  of   masculinity  that  demand  displays  of  dominance,  competitiveness,  stoicism,  single-­‐mindedness  and  control.   The  demand  to  behave  in  ways  that  conform  to  norms  of  masculinity  creates  obvious  difficulties  for   women,  and  creates  barriers  to  their  participation  and  progress  in  the  arena.  Perhaps  less  obviously,  this   culture  also  creates  difficulties  for  men,  as  these  demands  are  detrimental  to  many  men  too  (Moss-­‐Racusin   et  al.  2010).  For  those  women  who  do  manage  to  progress  within  the  research  arena,  they  are  required  to   fit  into  the  institutional  culture  and  to  adhere  to  the  cultural  norms  of  behaviour  found  there.  As  a  result,   they  find  it  difficult,  or  may  not  be  motivated,  to  offer  a  sufficient  challenge  to  institutional  norms  and   practices  in  order  to  bring  about  institutional  change.     Organisational  structures,  cultures,  processes,  and  practices  are  therefore  hindering  the  advancement  of   gender  equality  in  the  research  arena.  There  is  a  considerable  problem  with  unacknowledged,  and  often   unconscious,  gender  bias  against  women—particularly  with  regard  to  assessing  the  quality  of  their  research   (Addis  2010;  Meulders  et  al.  2010).  As  a  consequence  of  both  direct  and  indirect  discrimination,  women  are   less  likely  to  be  hired;  less  likely  to  progress;  and  they  are  paid  less  for  equal  work.     The  report  from  the  Expert  Group  on  Structural  Change,  Structural  change  in  research  institutions:   Enhancing  excellence,  gender  equality  and  efficiency  in  research  and  innovation  (European  Commission   1  In  this  content  ‘scientific’  has  a  broad  meaning  encompassing  all  systematic  research  activities.   July 2015 Page 9 of 20 Gender Inclusivity Dissemination Guidelines 2012),  identifies  five  sets  of  problems  hindering  the  implementation  of  gender  equality  in  research   institutions:   1. Opaqueness  in  decision-­‐making;     2. Institutional  practices;   3. Unconscious  gender  bias  —  especially  with  regard  to  the  assessment  of  excellence  and     the  process  of  peer  review;   4. Gender  inequality  generates  wasted  opportunities  and  cognitive  errors  in  knowledge,     technology  and  innovation.  Research  demonstrates  that  gender  bias  has  negative  implications     for  the  content  of  science  itself;   5. Employment  policies  and  practices.  A  significant  gender  pay  gap  remains,  as  well  as     gendered  work  structures  and  practices  that  hamper  the  progress  of  women.   As  the  report  points  out,  cognitive  research  demonstrates  that  despite  commitments  to  fair  practices  and   good  intentions,  both  women  and  men  display  significant  unconscious  bias  towards  women,  and  both   women  and  men  are  likely  to  undervalue  women’s  accomplishments,  and  to  give  a  lower  rating  to  the   quality  of  their  work  (ibid).  This  bias  is  evidenced  across  recruitment,  performance  evaluation,  and   advancement  processes.   Peer  review  processes  are  supposedly  designed  to  enhance  excellence.  However,  “excellence”  itself  is  a   socially  constructed  concept.  The  concept  of  excellence  and  its  connection  to  practice  requires  critical   analysis.  Objectivity  is  presumed,  but  in  reality  often  lacking  as  gendered  practices,  contexts  and  cultures,   and  their  effects,  are  unrecognised  and  unacknowledged.  There  is  a  considerable  body  of  evidence   demonstrating  that  there  is  a  gender  based  double  standard  applied  when  assessing  the  quality  of  research   and  grant  proposals,  and  in  the  provision  of  letters  of  recommendation  (Foschi  2004;  Madera  et  al.  2009;   Marsh  et  al.  2009;  Rees  2011;  Wenneras  &  Wold  1997).   3 Gendering  Research     3.1 Why  the  Imbalance  Matters   The  underrepresentation  of  women  in  research  has  been  identified  as  a  detrimental  to  innovation,  and  to   achieving  excellence  in  research  outcomes.  The  European  Commission  has  identified  the  need  for  structural   change  within  research  institutions  in  order  to  implement  gender  equality  with  a  view  to  enhancing   excellence  and  efficiency  in  research  and  innovation.  Action  for  implementing  gender  equality  has  two   aspects:  the  promotion  of  the  equal  participation  of  men  and  women  in  research  activities,  and  the   inclusion  and  integration  of  gender  perspectives  in  research  content.  There  is  considerable  evidence  that   gender  discrimination  has  a  deleterious  effect  on  research  outcomes;  whereas  implementing  gender   equality  with  regard  to  the  researcher  cohort,  as  well  as  giving  full  consideration  to  the  gendered  aspects   and  implications  of  these  aspects  in  research  project  development  and  enactment,  enhances  the  quality  of   research  conduct  and  output  (European  Commission  2012).     There  are  some  excellent  resources  that  provide  case  studies  that  demonstrate  how  sex  and  gender   analysis  can  enhance  research,  improve  outcomes,  and  expand  creativity  in  science  and  technology—a   July 2015 Page 10 of 20 Gender Inclusivity Dissemination Guidelines number  of  examples  of  this  are  provided  on  the  peer-­‐reviewed  website  Gendered  Innovations:  in  Science,   Health  &  Medicine,  Engineering,  and  Environment.2  One  of  the  case  studies  explored  on  the  website   concerns  the  incidence  of  heart  disease.  Ischemic  heart  disease  (IHD)  has  been  defined  as  primarily   affecting  men.  As  a  result  “evidence  based”  clinical  standards  have  been  based  on  male  pathophysiology   and  outcomes.  But  IHD  is  also  the  main  cause  of  death  of  U.S.  and  European  women.  Redefining  the   pathophysiology  of  IHD  by  analysing  sex  in  the  clinical  research  has  identified  the  fact  that  women  display   different  symptoms  than  men  do  and  has  led  to  new  diagnostic  techniques.  This  “gendered  innovation”  has   led  to  a  better  understanding  of  heart  disease  in  both  women  and  men  (Schiebinger  et  al.  2011–2013).   The  capacity  for  communication  within  research  sectors  and  between  sectors  is  hindered  by  institutional   cultures  that  valorise  norms  associated  with  hegemonic  masculinity.  It  is  often  difficult  to  disseminate   expert  and  technical  information  to  a  non-­‐specialist  audience;  and  these  difficulties  are  exacerbated  by  the   male-­‐dominated  culture  of  the  research  arena.  Given  the  context  outlined  above,  it  is  clear  that  the   research  sectors  have  to  develop  strategies  that  will  help  them  to  communicate  effectively  with  non-­‐ specialists  and  the  wider  community.  These  strategies  must  encompass  consideration  being  given  to  who  is   going  to  disseminate  information;  the  manner  in  which  it  is  disseminated;  and  the  content  of  what  is   disseminated.   3.2 The  Importance  of  Researcher  Reflexivity   All  researchers  operate  within  an  implicit  paradigm,  or  belief  system,  based  on  the  ontological,   epistemological,  and  methodological  assumptions  that  underpin  their  worldview  (Guba  and  Lincon  1994).   The  researcher’s  implicit  paradigm  should  be  adequately  interrogated  as  part  of  a  sound  reflexive  approach   to  research.   All  human  beings,  including  researchers,  whether  or  not  we  realise  it,  have  ontological  and  epistemological   concepts  that  we  bring  to  our  understanding  of  existence  and  knowledge.  It  is  important  for  an  adequate   reflexivity  that  the  researcher  recognises  just  what  those  concepts  are,  and  what  implications  they  have  for   our  research.   According  to  the  Oxford  English  Dictionary  [OED],  ontology  is  the  “science  or  study  of  being  …  concerned   with  the  nature  or  essence  of  being  or  existence.”  Questions  about  the  nature  of  reality,  and  the  nature  of   human  beings,  are  longstanding  areas  of  thought  and  debate.  Claims  about  gender,  such  as  that  it  is  innate;   that  it  is  determined  by  biology;  that  it  is  socially  constructed;  that  it  is  fluid;  (amongst  others)  are  all   ontological  claims  about  the  nature  of  human  beings.  Epistemology  is  defined  as  the  “theory  of  knowledge   and  understanding,  especially  with  regard  to  its  methods,  validity,  and  scope,  and  the  distinction  between   justified  belief  and  opinion”  (OED).  Epistemology  is  concerned  with  the  nature,  grounds  and  limits  of   knowledge,  and  the  possibilities  for  knowledge  and  knowledge  claims.  The  question  of  the  possibility  of  an   objective  “knower”  and  the  possibility  for  “objective”  knowledge  of  the  world  have  been  subject  to   sustained  critique.     2  Available  at:  http://ec.  europa.eu/research/science-­‐society/gendered-­‐innovations/index_en.cfm    and:     http://genderedinnovations.stanford.edu   July 2015 Page 11 of 20 Gender Inclusivity Dissemination Guidelines Unexamined  ontological  and  epistemological  assumptions  about  gender  pervade  social  and  scientific   research.  Ontological  assumptions  of,  and  binary  distinctions  between,  categories  of  persons  and  their   attributes  are  often  unreflexively  accepted  across  the  sciences,  such  as  man/woman  and   masculinity/femininity,  and  these  distinctions  are  reified  as  essential  (determined)  aspects  of  the  person— further  they  are  reified  as  essentialist  (innate)  dichotomies.     It  is  vital  that  researchers  take  a  reflexive  approach  to  their  research  and  dissemination  activities.   Reflexivity  requires  that  the  researcher  examines  the  assumptions  they  bring  to  the  research  process.  In   particular  the  researcher  should  examine  the  assumptions  that  they  hold  about  sex  and  gender  in  general,   as  well  as  those  relating  to  the  gender,  age  and  the  socio-­‐economic  status  of  themselves,  other  individuals,   and  the  communities  that  are  participating  in  the  research  project.  This  reflexive  approach  should  in  turn   inform,  and  feed  into,  their  dissemination  activities.  Every  person,  including  the  researcher,  is  socially   positioned,  and  this  social  position  has  a  profound  effect  on  how  the  individual  sees  the  society  they  live  in,   how  they  interact  with  their  society,  and  how  their  society  sees  and  interacts  with  them.  Researchers   should  bear  in  mind  that  the  way  in  which  their  society  is  organised  impacts  differently  upon  the  individuals   in  it,  and  recognise  that  the  factors  of  gender,  age,  and  socio-­‐economic  status  are  significant  for  the   relationship  between  the  individual  and  the  society  that  they  live  in.  Sociocultural  factors  also  affect  how   we  communicate  with  others.     It  is  inevitable  that  researchers  will  come  to  research  projects  with  preconceived  ideas  regarding  gender.   This  is  particularly  the  case  in  respect  of  energy  as  energy  technologies  and  consumption  practices  are   areas  where  there  are  strongly  gendered  assumptions  (Wajcman  1991).  Researchers  therefore  need  to   critically  examine  these  gendered  preconceptions  in  order  to  avoid  making  unwarranted  assumptions  that   may  negatively  impact  upon  research  processes  and  outcomes.  Further,  inaccurate  gendered  assumptions   may  also  negatively  impact  upon  the  content  of,  and  approach  to,  dissemination—thus  potentially   alienating  target  audiences.   4 Best  Practice  in  Dissemination  Activities   4.1 Language     Language  is  the  tool  we  use  to  communicate  with  each  other.  Language  is  what  allows  us  to  participate  in   society,  and  to  share  our  understanding  of  the  world  around  us  with  others.  Language  reflects  the  way  that   we  think;  but  more  than  that,  it  also  has  a  significant  effect  on  our  thinking.  Language  has  the  power  to   shape  scientific  and  research  practice  and  to  reinforce  beliefs  about  gender  roles,  including  who  “belongs”   in  the  research  environment.     Researchers  need  to  pay  particular  attention  to  language;  they  need  to  avoid  sexist  language,  and  to   endeavour  to  be  gender  inclusive  at  all  times.  They  should  also  attend  to  language  accessibility  and  avoid   technical  language  and  terminology.  Language  usage  can  tend  to  render  women  as  inferior  to  men,  and  to   render  women  as  invisible  in  the  research  environment.  Researchers  need  to  be  mindful  that  gender   inequality  is  encoded  in  language  structures.  For  example,  it  is  common  to  put  the  “man”  before  the   July 2015 Page 12 of 20 Gender Inclusivity Dissemination Guidelines “women”—as  in  “he  or  she”;  “brother  and  sister”;  “husband  and  wife”.  This  habit  reflects  a  social  value   where  “the  man  comes  first”.  Researchers  can  avoid  reinforcing  this  by  changing  the  word  order,  by  for   example  using  “she  or  he”  instead  of  “he  or  she”.  Also,  note  that  “man  and  wife”  should  never  be  used— “husband  and  wife”  or  “wife  and  husband”  or  “partners”  should  be  used  in  preference.   Word  choice  has  a  significant  impact  on  who  feels  included  or  excluded  in  any  discussion.  Pronoun  usage  is   particularly  important.  The  masculine  pronoun  “he”  is  often  used  as  a  generic  pronoun  to  represent  a   researcher,  a  participant  or  an  individual  when  the  sex  of  the  person  is  unknown.  However,  research   demonstrates  that  neither  women  nor  men  usually  understand  “he”  to  refer  to  women  as  well  as  men.   (Miller  and  James  2009).  This  is  especially  true  when  it  comes  to  professions,  and  positions,  that  tend  to  be   dominated  by  men.  Women  are  often  expected  to  understand  themselves  as  included  under  a  generic   “he”,  but  this  is  not  the  case  (ibid.).  Researchers  should  not  presume  that  women  will  understand   themselves  as  included  under  “he”.  Women  need  to  be  explicitly  included.  If  writing  in  English,  sentences   should  include  both  “she  and  he”  rather  than  “he”  alone  (unless  referring  to  a  specific  man,  or  specifically   male  persons).  In  English,  the  plural  “they”  can  also  be  used  as  a  singular  to  avoid  exclusion:  for  example   “anyone  can  play  if  they  learn”,  although  caution  should  be  exercised  as  there  is  not  agreement  on  the   acceptability  of  using  plural  pronouns  to  represent  an  individual.   “Man”  means  both  the  human  species,  as  well  as  the  male  of  the  species—women  are  expected  to   understand  themselves  as  included  in  this  term,  but  research  demonstrates  that  this  is  not  the  case.   Children  when  given  the  sentence  “man  needs  food”  think  not  of  human  beings  in  general,  but  of  male   people.  Both  women  and  men  think  of  male  persons  when  the  term  “man”  is  used.  So  use  of  terms  such  as   “men”  and  “man”  to  represent  both  women  and  men  should  be  avoided—preference  should  be  given  to   terms  such  as  humanity,  humans,  people,  human  being,  person,  individual;  or  they  should  use  both   “women  and  men”.  Androcentric  (male-­‐centred)  terms  that  are  commonly  supposed  to  include  women  as   well  as  men  should  not  be  used.   Words  and  expressions  that  contain  “man”  or  that  use  “man”  as  a  verb  should  not  be  used.  For  example,   substitute  “personnel”  “workers”  or  “staff”  for  “manpower”;  “artificial”,  “handmade”  or  “synthetic”  for   “manmade”;  “person-­‐month”  for  “man-­‐month”;  “person-­‐hours”  for  “man-­‐hours”.3     Particular  care  needs  to  be  exercised  when  using  words  that  tend  to  infantilise,  or  to  diminish  women.  The   term  “lady”  should  not  be  used;  use  the  term  “woman”  or  “female”  instead.  The  term  “girl”  should  never   be  used  to  refer  to  an  adult  woman—that  is  any  woman  over  the  age  of  18.  No  reference  should  be  made   to  women’s  (or  men’s)  marital  status  or  appearance.  It  is  crucial  when  gathering  and  disseminating   information  to  avoid  using  terminology  that  reinforces  unequal  gender  dynamics,  such  as  the  term  “head  of   the  household”.  Similarly,  unnecessary  feminine  forms  should  not  be  used,  this  includes  words  ending  in   ess,  ette,  ienne,  and  trix.    For  example,  substitute  “actor”  for  “actress”;  “flight  attendant”  for  “stewardess”   or  “cabin  crew”,  if  plural;  “poet”  for  “poetess”;  “comedian”  for  “comedienne”.     3  An  exception  to  this  rule  is  the  word  “ombudsman”.  Ombudsman  is  Swedish  in  origin,  and  is  generally  considered  to   be  gender  inclusive,  although  the  terms  “ombuds”  or  “ombudsperson”  may  be  substituted  instead.   July 2015 Page 13 of 20 Gender Inclusivity Dissemination Guidelines Job  titles  should  not  be  gendered,  nor  should  male  terms  be  used  when  referencing  different  professions   and  occupations—instead  use  gender  inclusive  titles.  For  example,  use  “businessperson”  “manager”  or   “executive”  instead  of  “businessman”  or  “businesswoman”;  “chair”  or  “chairperson”  instead  of  “chairman”   or  “chairwoman”;  “office  cleaner”  instead  of  “cleaning  lady”;  “supervisor”  instead  of  “foreman”;   “postworker”  instead  of  “postman”  or  “postwoman”;  “police  officer”  instead  of  “policeman”  or   “policewoman”;  “salesperson”  instead  of  “salesman”  or  “saleswoman”;  “firefighter”  instead  of  “fireman”.     Researchers  in  countries  that  use  languages  other  than  English  will  have  to  contend  with  their  own   particular  gendered  language  issues,  in  so  far  as  is  possible.  The  principles  of  gender  inclusivity  for  the   English  language,  outlined  above,  should  be  applied  across  all  languages.  Women  should  be  explicitly   included  in  language  use.  And  sexist  language,  or  language  that  is  derogatory  to  women  (or  men)  should  be   strictly  avoided.  Female  pronouns  should  be  used  in  addition  to  male  pronouns.  Researchers  should  avoid   using  terms  that  reference  males  only,  or  terminology  that  is  gendered  as  male  only.  Instead  they  should   use  gender  inclusive  titles  and  terms,  or  they  should  specifically  reference  both  female  and  male  terms.     It  is  particularly  important  that  prior  to  disseminating  any  information,  the  text  should  be  gender-­‐proofed   to  ensure  that  these  standards  are  applied.   4.2 Imagery     As  with  language,  images  are  powerful.  Researchers  should  be  mindful  of  the  imagery  that  they  choose  to   use  across  knowledge  and  communications  platforms.  Images  can  either  challenge,  or  reinforce   stereotypes.  Researchers  should  be  proactively  gender  inclusive.  Include  images  of  women  in  active  roles— and  particularly  as  researchers,  scientists,  technicians  and  IT  personnel.  Avoid  using  images  that  limit   women  to  domestic  situations.  When  portraying  domestic  situations,  it  is  important  to  aim  for  gender   balance  and  to  avoid  gender  stereotypes.  Do  not  use  images  that  depict  women  as  “passive”  and  men  as   “active”—where,  for  example,  men  are  portrayed  as  participating  in  activities  with  women  portrayed  as   onlookers.   Researchers  should  not  use  sexualised  imagery  of  girls  and  women.  Surveys  demonstrate  that  women  have   more  negative  views  of  sexually-­‐explicit  imagery  than  men  have  (Häggström-­‐Nordin  et  al.  2009).  For   example,  avoid  images  where  women  or  girls  are  in  states  of  undress,  or  images  where  women  or  girls  are   in  sexually  suggestive  poses.  Not  only  is  such  imagery  offensive  to  many  females  (and  many  males),  it  also   results  in  non-­‐engagement  from  females.     4.3 Social  Media   Gender  differences  also  arise  in  the  use  of  social  media,  and  social  network  services.  Women  tend  to  use   social  network  services  and  social  media  more  than  men  do,  and  for  more  social  purposes.  For  example,   research  on  the  usage  of  Twitter  shows  women  and  men  have  different  behaviours  —  both  in  how  they  use   Twitter,  the  content  of  their  tweets,  and  in  how  often  they  are  retweeted  (Beevolve  2012).  The  website   Twee-­‐Q.com  is  an  assessment  tool  that  enables  the  assessment  of  gender  balance  in  retweeting  practices.   There  is  gender  balance  in  the  overall  number  of  male  and  female  tweeters;  however  according  to  Twee-­‐Q,   July 2015 Page 14 of 20 Gender Inclusivity Dissemination Guidelines tweets  from  male  tweeters  are  twice  as  likely  to  be  retweeted  as  tweets  from  female  ones.  This  may  be  in   part  due  to  the  style  and  content  of  women’s  tweets.  While  both  women  and  men  tweet  factual   information,  women  tend  to  personalise  their  tweets  more  than  men  do.     Consideration  should  be  given  to  retweeting  the  more  personalised  tweets  that  are  more  typical  of  female   tweeters.  Tweets  with  personalised  content  will  enhance  participant  engagement  with  the  project.   The  mission  statement  from  the  creators  of  Twee-­‐Q  captures  the  essence  of  communication,  and  can   inform  good  dissemination  practices:   Gender   equality   begins   in   the   conversation,   when   people   who   have   something   to   say   communicate  with  people  who  are  interested  to  listen,  who  are   curious  and  attentive,  and  who   are  not  afraid  of  change.  When  discussion  and  reflection  leads  to  action.  That’s  when  the  magic   happens.   But  how  equal  is  a  conversation?  What  if  the  core  of  the  conversation  is  unequal?  What  if  we   rather   listen   to,   acknowledge   and   pass   on   opinions   or   thoughts   from   a   particular   gender?   Simply   put:   what   if   we   generally   evaluate   the   arguments   of   a   particular   sex   higher,   perhaps   without  even  knowing  it  ourselves?  Well,  in  that  case  the  conversations  are  broken.   4.4 Gamification   When  designing  the  gamification  aspect  of  the  communication/dissemination  platform,  gender  sensitivities   must  be  addressed.  Hamari  (2015)  demonstrates  that  gamification  produces  positive  effects  such  as   increased  user  engagement,  and  improved  behavioural  outcomes.  However,  these  positive  effects  are   highly  dependent  on  the  context  of  gamification,  as  well  as  the  qualities  of  the  users  (Hamari  et  al.  2014).   Research  from  Hamari  and  Koivisto  (2015)  demonstrates  that  people’s  attitudes  and  willingness  to  use  a   gamification  service  are  positively  impacted  by  social  influence,  positive  recognition  and  reciprocity;  further   these  effects  contribute  to  use  continuance.  Koivisto  and  Hamari  (2014)  find  that  women  report  greater   social  benefits  from  the  use  of  gamification.  Women  value  the  social  aspects  of  gamification  more  than   men  do  and  they  perceive  the  associated  social  community  more  positively.     It  seems  that  males  and  females  tend  to  interact  with  IT  and  social  media  differently  (Venkatesh  &  Morris   2000).  Models  of  gamification  should  be  tested  on  both  women  and  men.  The  importance  of  imagery  is   particularly  significant  here.  As  mentioned  above,  avoid  sexualised  imagery,  or  using  any  imagery  that   incorporates  female  and  male  stereotypes  to  avoid  negative  impacts.     Research  shows  that  social  factors  can  have  a  significant  impact  on  IT  usage.  In  general,  men  tend  towards   more  instrumental  behaviour  and  tend  to  be  more  task  and  achievement  oriented  than  women  are;  while,   in  general,  women  are  more  concerned  with  social  relations  and  are  more  socially  motivated  with  regard  to   IT  adoption.  However  these  are  just  general  tendencies,  and  do  not  apply  in  all  cases.  For  example,  with   regard  to  mobile  learning,  men  are  reported  to  be  more  influenced  by  social  factors  than  women  are   (Wang  et  al.  2009).  Further,  it  should  always  be  born  in  mind  that  behaviours  and  interests  vary  across  both   women  and  men.  Avoid  stereotyping  behaviours  and  interests  as  male  or  female—aim  for  overall   July 2015 Page 15 of 20 Gender Inclusivity Dissemination Guidelines inclusivity.  Remember  there  are  considerable  commonalities  between  women  and  men—despite  strong   socialisation  that  works  to  emphasise  difference.  There  is  great  variation  in  motivation  to  adopt  and  use  IT   within  genders  and  age  cohorts  also—“in  general”  does  not  mean  “all”!   It  is  important  to  avoid  gender  stereotyping  in  designing  and  developing  gamification  for  the  ENTRUST   platform.  Researchers  should  aim  for  gender  inclusivity  in  developing  apps  and  interactive  displays.  They   should  not  develop  separate  themes  and  imagery  for  male  and  female  participants—gamification  elements   should  be  not  be  gendered.  Developing  “blue”  and  “pink”  themes  can  reinforce  gender  stereotypes,  and   can  also  be  detrimental  to  participation.     5 Gender-­‐Proofing  the  Research  Process   Consideration  must  be  given  to  gender  inclusivity  throughout  the  entire  research  process  and  for  all   dissemination  activities.  In  order  to  be  gender  inclusive  in  dissemination  activities,  the  information  to  be   disseminated  must  itself  be  gender  inclusive.  It  is  important  to  gender-­‐proof  the  research  process,  that  is,   to  ensure  that  questionnaires,  focus  groups,  case  studies,  etc.  are  designed  and  conducted  in  a  manner  that   is  conducive  to  gender  inclusion.  Researchers  within  each  institution  should  establish  protocols  to  ensure   that  considerations  for  gender  inclusion  are  identified  and  implemented  throughout  the  duration  of  the   project.  Gender-­‐proofing  is  required  across  all  elements  of  the  research  process  in  order  to  generate   gender  inclusive  material  for  dissemination.  Gender  balance  is  required  in  the  research  cohorts  across  the   participant  communities.  Pilot  studies,  case  studies  and  focus  groups  must  be  gender  inclusive.  Researchers   should  ensure  a  representative  gender  balance  that  includes  consideration  of  age  and  socio-­‐economic   factors.     Researchers  should  also  avoid  stereotypes.  Stereotypes  are  simplistic  generalisations  about  a  group  of   individuals  based  on  their  gender,  socioeconomic  status,  or  ethnicity,  which  tend  to  erase  diversity  and  can   lead  to  unjustified  preconceptions  about  individuals  based  on  their  group  membership.  In  order  to  ensure   gender  inclusivity,  researchers  must  recognise  the  complexity  of  gender,  and  its  intersectionality  with  other   social  positions.  Gender  strongly  intersects  with  other  sociocultural  positions,  including  age  and   socioeconomic  status,  amongst  others.  Researchers  should  recognise  that  there  is  great  variety  in  gender   identities,  behaviours,  interests  and  positions;  and  participant  selection  should  recognise  this  variety.   In  order  to  adequately  attend  to  gender  inclusivity  in  dissemination  activities,  thought  should  be  given  to   formulating  the  approach  used  in  interacting  with  research  participant  cohorts.  This  requires  attending  to   gender  dynamics  in  group  settings  and  avoiding  practices  that  may  alienate  participants  from  project   participation.  Consideration  should  be  given  to  structures  that  facilitate  participant  engagement.  This  can   entail,  for  example,  structuring  group  sessions  so  that  discussion  and  input  from  all  participants  is   encouraged  and  individuals  are  dissuaded  from  dominating  the  conversation.     With  regard  to  gender  inclusivity,  in  addition  to  language  and  imagery  there  are  other  specifics  in  relation   to  data  gathering  and  dissemination  that  must  be  considered.  It  is  important  to  facilitate  participation  from   all  stakeholders  in  the  project.  Barriers  to  participation  should  be  identified  and  steps  taken  to  overcome   July 2015 Page 16 of 20 Gender Inclusivity Dissemination Guidelines them.  Consideration  should  be  given  to  the  hours  during  which  research  is  conducted  so  that,  for  example,   working  women  with  children  can  participate.  Arrangements  should  be  made  to  ensure  the  availability  of   crèche  and  child-­‐minding  facilities  to  enable  any  participants  who  parent  to  attend.  Buildings  should  be   accessible  for  people  of  limited  mobility.  In  order  to  facilitate  the  widest  participation  of  all  stakeholders,   there  should  be  reimbursement  of  transport  costs  and  any  out  of  pocket  expenses  of  participants.     There  may  be  significant  cultural  factors  particular  to  each  community  that  may  aid  or  hinder  actor   participation  in  the  project.  It  is  important  that  consortium  members  identify  the  pertinent  barriers  to   participation  that  may  hamper  participation  from  all  stakeholders  in  the  research  project.   6 Conclusion   This  document  lays  out  guidelines  for  gender  inclusivity  in  dissemination  activities  related  to  the  ENTRUST   project.  The  guidelines  explain  what  gender  is,  why  it  is  significant  for  this  project,  and  how  gender   inclusivity  can  be  achieved  in  dissemination  activities.  The  guidelines  emphasise  the  importance  of  gender   inclusivity,  and  details  the  language  practices  that  should  be  utilised  and  the  considerations  that  should  be   given  to  selecting  appropriate  imagery  for  use  in  dissemination  across  platforms.  The  concept  of  researcher   reflexivity  is  explored  in  order  to  encourage  researchers  to  analyse  their  own  gender  and  social  positions,   and  how  they  might  impact  on  both  the  research  process,  and  their  communication  with  participants.   The  principles  for  gender  inclusivity  that  have  been  described  here  should  be  applied  across  all  languages.  It   is  appreciated  that  the  range  of  languages  in  the  partner  communities  will  offer  their  own  complexities  and   barriers  to  gender  inclusivity.  However  a  strong  effort  should  be  made  to  explicitly  include  women  in   language  use.  Female  pronouns  should  be  used  in  addition  to  male  ones  (even  if  it  is  not  the  norm);  and   researchers  should  identify  alternative  terms  to  those  that  reference  males  only,  and  use  them  in   dissemination  activities.   Best  practice  with  regard  to  gender  inclusion  in  dissemination  activities  will  enhance  the  quality  of  the   research,  as  well  as  ensuring  that  the  project  fulfils  its  gender  inclusivity  requirements.  This  is  a  live,   working  document,  and  as  such,  it  is  a  starting  point  in  this  project.  It  is  intended  to  develop  these   guidelines  over  the  duration  of  the  research  process.  This  document  will  be  periodically  updated  to  reflect   the  experiences  and  responses  of  both  researchers  and  participants,  and  so  ensure  that  we  meet  our   gender  inclusivity  ideals  and  commitments.     July 2015   Page 17 of 20 Gender Inclusivity Dissemination Guidelines Key points on gender inclusivity:   • Gender  matters—research  and  communication  on  research  is  enhanced  by  gender   inclusivity.   • Be  reflexive—our  gender  and  social  position  shapes  our  worldview.   • Language  shapes  both  our  thinking  and  our  research  practice.     • Gender  inclusivity  enhances  research  outcomes.   • Be  gender  inclusive  when  selecting  terms.   • Masculine  pronouns  should  not  be  used  to  represent  both  women  and  men.   • Terms  that  diminish  women—like  “lady”  or  “girl”  should  be  avoided.   • Reference  should  not  be  made  to  women’s  [or  men’s]  appearance  or  marital  status.     • Avoid  traditional  concepts  such  as  “head  of  the  household”  which  limit  representation.   • Use  gender  inclusive  job  titles.     • Be  proactively  gender  inclusive.  Include  images  of  women  in  active  roles  as   researchers,  etc.  Aim  for  gender  balance  when  portraying  domestic  situations.   • Do  not  use  sexualised,  or  sexually  explicit  imagery.   • Models  of  gamification  should  be  tested  on  both  women  and  men.   • Attend  to  gender  dynamics  in  a  group  setting.  Participant  engagement  should  be   facilitated.  Avoid  practices  that  will  alienate  participants  from  engaging  with  the   project.   • Identify  barriers  that  may  hinder  full  participation  from  all  participants,  and  take  steps   to  overcome  them.     • Prior  to  disseminating  any  information  the  text  should  be  gender-­‐proofed  to  ensure   that  high  standards  are  applied  to  the  dissemination  of  content.   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