Positive masculinities and gender-based violence educational interventions among young people: A systematic review

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dc.contributor.authorPérez-Martínez, Vanesaen
dc.contributor.authorMarcos-Marcos, Jorgeen
dc.contributor.authorCerdán-Torregrosa, Ariadnaen
dc.contributor.authorBriones-Vozmediano, Ericaen
dc.contributor.authorSanz-Barbero, Belenen
dc.contributor.authorDavó-Blanes, M. Carmenen
dc.contributor.authorDaoud, Nihayaen
dc.contributor.authorEdwards, Clarieen
dc.contributor.authorSalazar, Marianoen
dc.contributor.authorLa Parra-Casado, Danielen
dc.contributor.authorVives-Cases, Carmenen
dc.contributor.funderHorizon 2020en
dc.contributor.funderIrish Research Councilen
dc.contributor.funderMinisterio de Ciencia e Innovaciónen
dc.contributor.funderVetenskapsrådeten
dc.contributor.funderMinistry of Science and Technology, Israelen
dc.contributor.funderInstituto de Salud Carlos IIIen
dc.contributor.funderEuropean Regional Development Funden
dc.date.accessioned2024-08-20T15:35:41Z
dc.date.available2024-08-20T15:35:41Z
dc.date.issued2021-07-20en
dc.description.abstractBackground: Hegemonic masculinity has been recognized as contributing to the perpetration of different forms of gender-based violence (GBV). Abandoning hegemonic masculinities and promoting positive masculinities are both strategies used by interventions that foreground a “gender-transformative approach.” Preventing GBV among young people could be strengthened by engaging young men. In this article, we aim to systematically review the primary characteristics, methodological quality, and results of published evaluation studies of educational interventions that aim to prevent different forms of GBV through addressing hegemonic masculinities among young people. Main body: We conducted a systematic review of available literature (2008–2019) using Medline (PubMed), Scopus, Web of Science, PsycInfo, the CINAHL Complete Database, and ERIC as well as Google scholar. The Template for Intervention Description and Replication was used for data extraction, and the quality of the selected studies was analyzed using the Mixed Method Appraisal Tool. More than half of the studies were conducted in Africa (n = 10/15) and many were randomized controlled trials (n = 8/15). Most of the studies with quantitative and qualitative methodologies (n = 12/15) reported a decrease in physical GBV and/or sexual violence perpetration/victimization (n = 6/15). Longitudinal studies reported consistent results over time. Conclusions: Our results highlight the importance of using a gender-transformative approach in educational interventions to engage young people in critical thinking about hegemonic masculinity and to prevent GBV.en
dc.description.sponsorshipMinisterio de Ciencia e Innovación (Ref. PCI2019-103580); Vetenskapsrådet (Grant number: 2018-00968);Ministry of Science and Technology, Israel (3-15662); PFIS grant from FSE (FI19/00201)en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationPérez-Martínez, V., Marcos-Marcos, J., Cerdán-Torregrosa, A., Briones-Vozmediano, E., Sanz-Barbero, B., Davó-Blanes, Mc., Daoud, N., Edwards, C., Salazar, M., La Parra-Casado, D. and Vives-Cases, C. (2023) 'Positive masculinities and gender-based violence educational interventions among young people: A systematic review', Trauma, Violence, & Abuse, 24(2), pp. 468-486. https://doi.org/10.1177/15248380211030242en
dc.identifier.doihttps://doi.org/10.1177/15248380211030242en
dc.identifier.eissn1552-8324en
dc.identifier.endpage486en
dc.identifier.issn1524-8380en
dc.identifier.issued2en
dc.identifier.journaltitleTrauma, Violence, & Abuseen
dc.identifier.startpage468en
dc.identifier.urihttps://hdl.handle.net/10468/16217
dc.identifier.volume24en
dc.language.isoenen
dc.publisherSAGE Publicationsen
dc.relation.projectinfo:eu-repo/grantAgreement/EC/H2020::ERA-NET-Cofund/741874/EU/ERA-NET Cofund Promoting Gender Equality in H2020 and the ERA/GENDER NET Plusen
dc.rights© 2021, the Authors. Reprinted by permission of SAGE Publications. This is a post-peer-review, pre-copyedit version of the following article: Pérez-Martínez, V., Marcos-Marcos, J., Cerdán-Torregrosa, A., Briones-Vozmediano, E., Sanz-Barbero, B., Davó-Blanes, Mc., Daoud, N., Edwards, C., Salazar, M., La Parra-Casado, D. and Vives-Cases, C. (2023) 'Positive masculinities and gender-based violence educational interventions among young people: A systematic review', Trauma, Violence, & Abuse, 24(2), pp. 468-486. The final authenticated version is available online at: https://doi.org/10.1177/15248380211030242en
dc.subjectMasculinitiesen
dc.subjectGender-based violenceen
dc.subjectIntimate partner violenceen
dc.subjectGender transformativeen
dc.subjectYouthen
dc.subjectAdolescenceen
dc.subjectEducational interventionen
dc.subjectImpacten
dc.titlePositive masculinities and gender-based violence educational interventions among young people: A systematic reviewen
dc.typeArticle (peer-reviewed)en
oaire.citation.issue2en
oaire.citation.volume24en
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