Opening Up Possibilities for Girls A report on supporting young women on the journey to new horizons Opening Up Possibilities for Girls A report on supporting young women on the journey to new horizons

EXECUTIVE SUMMARY 2 introduction: why girls, why now? 4 how to empower girls to participate: positive youth development 10 Sunsilk’s approach: inspire, encourage, equip to explore 16 what’s next: SUnsilk’s agenda 24 endnotes 27 references 29 1

FOREWORD

The world has much to gain from the activation of youth as learners, dreamers and innovators. However, far too often young people, and particularly adolescent girls and young women, face barriers to realizing their possibilities and participating fully and equally in society.

At Sunsilk we have made it our mission to open up possibilities and expand girls’ and young women’s horizons—to assist girls and young women in exploring and, through exploration, meeting people who inspire them to dream bigger, dream differently, and turn their dreams into reality.

This paper, written in partnership with the International Center for Research on Women, describes the rationale for Sunsilk’s strategy and reviews the global evidence that guides and shapes its goals. It also serves to expand knowledge about the innovative strategies Sunsilk is using to open up possibilities for girls.

To open up possibilities for girls is to enable them to overcome limiting norms, in order to increase their personal potential to develop strengths, exercise agency, and achieve goals

Sunsilk’s aim is to empower and equip girls with the vision, support, skills and confidence they need to start exploring their possibilities—ultimately stretching the horizon of what they believe they can be and achieve. When girls are able to freely and fully explore, they experience wide-ranging benefits and so does society.

The paper has a global lens but takes a deeper look at several of Sunsilk’s largest markets—Argentina, Brazil, Indonesia, and the Philippines. These countries provide a window into the diverse challenges facing girls and young women in several economic and cultural contexts, yet also point to common threads that unite girls and young women in a shared experience.

Katherine Fritz, PhD, MPH Zeynep Kutlay-Ozcan Director, Advisory Practice of the International Global Brand Vice President Center for Research on Women Sunsilk 2 OPENING UP POSSIBILITIES FOR GIRLS executive summary 3

Today’s population of adolescents has the size and power to catalyse change, both for themselves and for their communities. Globally, many youth are finding their voices and raising them to advocate for much-needed social changes in order to bring about a more secure and inclusive future.

However, not all adolescents are afforded opportunities to define their own paths and explore who they want to become. Possibilities are often the starkest for adolescent girls, who tend to participate less in education, the labour force and civic life than their male counterparts. Evidence shows how empowering girls can significantly benefit them as they transition to adulthood, as well as leading to positive impacts on their families and society at large. However, girls and young women live in complex environments in which internal and external barriers prevent them from actualizing many game-changing opportunities. In most societies, formal and informal gender norms shape how freely a girl can develop, often scripting how she “should” behave and what she can or can’t do with her future. When people and societies buy into limiting gender scripts, girls and women are often hindered from dreaming, achieving, and fully participating in many domains of public life.

Sunsilk aims to change this reality. The brand’s social mission aims to inspire girls to dream of a future full of possibility—unlimited by norms and conventions. Through programmes with strategic partners in key markets, Sunsilk is encouraging girls to “rescript” their lives by defining their own vision for the future, and developing the skills they need to explore different possibilities. The social mission aligns with both the Positive Youth Development (PYD) theory and the evidence on girls’ empowerment. While acknowledging that environments must enable girls’ empowerment, Sunsilk’s partnerships focus on the critical component of enhancing their personal sense of agency, or potential to develop and deploy strengths to achieve aspirations, without fear of violence or backlash.

This White Paper highlights the brand’s theory of change for confronting adverse norms and unlocking the benefits of empowered youth. Sunsilk’s strategies centre on horizon-stretching role models who inspire girls to deviate from societal scripts, aspire higher, and exercise greater agency in their lives. Leveraging film and other creative platforms, the strategy leads girls on a Journey to New Horizons, in which they develop vision, soft skills, confidence, and support networks to encourage them on their way. In each market, powerful Sunsilk advertisements and communications further bolster the social mission by reinforcing messages of girls’ agency. As a leader in corporate commitment to adolescent girls and young women, the brand defines its future agenda as scaling up current partnerships with organizations like Girl Rising, and tracking the progress of its initiatives and impact with its evaluation partner, the International Center for Research on Women. Its ultimate goal remains to inspire girls to greater exploration and participation in their own lives. 4 OPENING UP POSSIBILITIES FOR GIRLS introduction: why girls, why now?

68% $28 productivity trillion gains added to (equivalent global to GDP)1 GDP by 20252

more % robust social 20 networks potential better boost to mental girls’ 10 wages 8 health 5 INTRODUCTION: WHY GIRLS, WHY NOW?

the opportunity: why invest in girls as explorers?

Over 1.2 billion adolescents around the world hold the Social impacts promise of possibilities. These young people, aged 10 There are also multiplier effects that extend to families to 19, make up 16 percent of the global population, and communities, leading to generational impact. For representing the greatest youth development challenge example, when girls are educated, they are twice as likely and opportunity of our generation. Ensuring their in adulthood to encourage their daughters and sons successful transition into healthy and productive adults is equally to go to school.4 Greater educational attainment critical to achieving the prosperous and sustainable future for girls also leads to benefits in their future household’s envisioned by the Global Sustainable Development Goals. health. The children of an educated woman are less likely All youth—girls and boys—require and deserve attention to have stunted growth and 50 percent more likely to be and investment in order to secure this bright future. immunized against childhood diseases.5 Education is Expanding girls’ capabilities and opportunities during well known to improve women’s decision-making power adolescence holds special promise, however. Throughout and this has powerful effects in a number of areas such history and continuing today, girls and women have had as delaying age at marriage, reducing the number of less opportunity and encouragement than boys and men pregnancies and increasing spacing between children— to participate in education, employment, and civic activity. all of which reduce maternal mortality.6 Lack of equal participation has limited girls’ and women’s Indeed, an empowered girl is a force for good in achievements as individuals—it has also harmed society households, communities and the economy—but most by depriving it of their valuable contributions. importantly, empowering girls activates lifelong benefits for the girl herself.

Opening up possibilities Research suggests that increasing girls’ self-confidence and aspirations leads to more positive attitudes towards for girls and equipping studying, improving girls’ retention in school and ultimately her educational attainment.7 With gains in them with the confidence education, girls are more likely to secure employment and and skills to participate become financially independent. Completing one more year of school beyond the national average can boost a equally in society has the girl’s eventual wages by 10 to 20 percent.8 potential to unlock a more Educational and economic gains also help girls and young women have more voice and visibility in their families prosperous and promising and communities.9 As girls become more physically mobile, they have more robust social networks and future for all people. better mental health.10 Girls who spend time outside the home are more likely than home-bound counterparts Economic impacts to report having a non-familial best friend and having a place to meet a friend outside of home or school.11 These An analysis of “the girl effect” in 14 countries found that if freedoms help girls build a supportive peer network girls advance to and complete their next level of education of fellow “explorers” on the journey to empowerment. (e.g., primary students advance to and complete Lastly, research highlights the link between participation secondary education), this could lead to productivity gains in life skills programmes intended to expand girls’ skills 1 equivalent to 68 percent of annual GDP. An equally strong and opportunities, and significant improvements in case can be made for closing gender gaps in labour coping ability, adjustment tendencies, and resilience— force participation, whereby as much as USD 28 trillion all indicators of “grit” and positive mental health.12 could be added to global annual GDP by 2025.2 Further, if women participated in the global economy identically to men, there would be a 26 percent increase in annual global gross GDP over the next 10 years.3 6 OPENING UP POSSIBILITIES FOR GIRLS

The Challenge: What keeps girls from participating in society?

In many ways, girls participate less than boys from a A socio-ecological model13 of human development young age. This gap reflects unequal gender norms that grounds girls’ aspirations and participation in the penetrate society from the micro to macro level. A socio- interplay of these nested layers of internal and external ecological model considers different layers of influence factors. Cultural and gender norms permeate each layer, on an individual’s life, and illustrates where gender norms with formal rules or informal dynamics often relegating may manifest in various ways as they are adopted and women to stereotypical roles and spaces. reinforced by people, structures, and institutions.

INDIVIDUAL HOUSEHOLD This layer represents internal or personal This layer represents the influence of one’s factors. These include characteristics family or closest associates, who can have and assets such as knowledge level and tremendous impact on young people’s access to information, skills, attitudes, ambitions and choices. For example, a behaviour, self-efficacy,14 confidence, key determinant of a girl’s “occupational interests, internalized stereotypes, gender, vision” for life is the extent to which her sexual orientation, age, religious affiliation, parents imparted achievement-related racial/ethnic identity, economic status, values to them as children,15 with girls’ goals, expectations and worldview, among interests and aspirations particularly others. An individual’s experience of these affected by attachment style to their realities is affected by the surrounding mothers.16 layers, which comprise the enabling environment. SOCIETY

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Cultural attitudes, social norms and gender scripTs Internal to me

External factors of my enabling environment

COMMUNITY SOCIETY This layer accounts for the influence At this broadest layer, gender norms are of interpersonal experience and group communicated and enforced through practices, including values and customs laws, policies and regulations set by emerging from interaction with peer governments; through the media, networks and mentors, schools and including television, film and advertising; workplaces, religious organizations, and and through economic structures, social support systems (or lack thereof). such as employers categorizing certain job functions as best suited to men or to women or financial institutions discriminating against women in lending. 7 INTRODUCTION: WHY GIRLS, WHY NOW?

This ecology of factors can enable or disable girls’ be prevented from entering formal education, training empowerment depending on the prevailing set of norms. or paid work; in others they may be forced to work with For example, a 2016 study on women’s leadership in limited control over compensation. Girls in resource-poor Indonesia found that nearly half of respondents both households may receive less health and educational in Asia and globally agree that children suffer when a investment than their brothers or drop out to assume mother works for pay. Specifically the Indonesian concept childcare or other household responsibilities.23 On global of kodrat was identified as the societal expectation that average, girls miss between 10 to 20 percent of school women are inherently nurturing and should take care days every year because they lack resources to manage of domestic commitments before engaging in any other menstruation.24 The threat of gender-based violence activities.17 At each socio-ecological layer, this common within and en route to schools further causes many girls cultural attitude may be adopted and reinforced, with to withdraw from educational settings for safety reasons. kodrat shaping girls’ personal expectations about the roles they are best equipped to play; guiding parents’ treatment of daughters compared to sons; supporting publication of gender-biased textbooks;18 skewing experiences of young ‘NEET’ (NOT IN EDUCATION, EMPLOYMENT women versus young men in seeking education, training OR TRAINING) RATES 2018 and work opportunities; constraining the participation of women in various public spheres such as the labour GLOBAL force and civic leadership; influencing gender depictions in marketing and media; and even precluding equal legal provisions for women and men as rights-bearers. 34% 10% FEMALE MALE When ecological factors are characterized by limiting gender norms, research shows that girls face constraints in the following main categories:

Time, mobility, and social capital ARGENTINA Girls and women hold a disproportionate share of care and domestic burdens compared to male family members. Globally, girls aged 5 to 14 spend 40 percent 22.8% 15.8% more time on household chores compared to boys their FEMALE MALE age.The disparity grows as girls get older, with girls aged 10 to 14 spending 50 percent more time than boys their age.19 In households where girls are restricted to the domestic sphere, their time and mobility are severely limited.20 As changes in time-use can disrupt the balance BRAZIL of power in the home, parents may initially view girls’ exploration and empowerment as a threat to the family structure. When daughters aspire to greater educational 24.9% 19.5% attainment, mobility, or employment, it may impede their FEMALE MALE ability to contribute to household livelihood activities, perform chores, or help with care work.

As a result, girls are more likely than boys to be socially INDONESIA isolated and excluded from opportunities outside the home.21 There may also be wider mobility and safety norms reinforcing ideas about where girls can be visible and participate, for example informally barring them from 28.0% 15.3% FEMALE MALE certain markets, businesses, places of worship, or even public transport at certain times of day. Infrequent travel outside the neighbourhood can restrict girls’ exposure to ideas and networks, and limit girls’ imagination in terms of what roles are socially acceptable, personally desirable, PHILIPPINES and structurally attainable for their future. 25.7% 14.4% Access to assets like education, training, FEMALE MALE and jobs One in five children, adolescents and youth is out of school (OOS), with girls still representing the global Global NEET: ILO (2017) reference for Global Employment majority despite some regions’ progress closing Trends for Youth. NEET stats for all specific countries: these gaps in recent years (e.g., Latin America and World Bank Open Data: www.data.worldbank.org the Caribbean).22 In very restrictive cultures, girls may 8 OPENING UP POSSIBILITIES FOR GIRLS

Beyond unequal access to academic education, young Geographic location affects types of opportunities women have fewer opportunities to participate in available to young people. For example, nine out of ten valuable hard and soft skills trainings that augment Argentines lives in cities and towns, making Argentina youth employability. OOS rates tend to increase with one of the most urbanized countries in the world. While age as youth find or search for employment25 but skill urbanization can deliver social advantages, in Argentina gaps—along with cultural expectations and hiring it has made differences in wealth starker. Rapid expansion discrimination—may limit adolescent girls’ successful of cities has led to a sharp increase in residents of entrance into the job market. This leaves young women informal villa settlements, where poverty levels may aged 15 to 24 at more than three times greater risk than exceed 55 percent. One in three adults living in villas young men (34 percent versus 10 percent) of being “not finishes high school, compared to three-quarters of in education, employment or training” (NEET).26 This gap young adults nationally,33 affecting urban girls’ access to is reflected across the current key markets, representing female mentors and role models who have completed noticeable disadvantages for young women: secondary education.

Conversely, rural youth may live in hard-to-reach Bodily autonomy and safety settlements, where girls in particular are invisible, often Early marriage and pregnancy pose additional barriers “dropping off the radar” of government assistance or to girls’ participation. Each year, 12 million girls are livelihood schemes offering greater mobility or growth married before the age of 18. Further, approximately potential. In Brazil, remote communities in rural areas 16 million girls aged 15 to 19, and 2.5 million girls under are at a great disadvantage in educational attainment: 16, give birth each year in developing regions.27 Whether just 9 percent of poor, rural males completed lower these pathways are forced, negotiated or chosen, early secondary school in 2016, which was still twice the rate marriage and pregnancy may constrain girls from of poor, rural girls.34 Indeed while girls in the Southeast participating in other ways in society for a period of time, and South regions of the country may face barriers or throughout adulthood. A recent ICRW study found compared to boys in the South, they are more likely to that girls who marry early are significantly less likely to attend school during ages 13 to 16 than girls in the North, complete their secondary school education which, in Northeast, or Center-West.35 In Indonesia, being born in turn, lowers their potential earnings as adults, thereby a rural area is also a child marriage risk factor for girls; reducing their family’s economic potential.28 Moreover, while 11.2 percent of girls are married before the age of child marriage, and thus lower educational attainment, 18 nationally, levels increase in rural areas and peak at creates ripples into the next generation by diminishing the 16 percent in Kalimantan province.36 educational and health prospects for their children.29 Often linked to location are both household Gender-based violence and harassment often deters socioeconomic status (SES) and racial or ethnic girls and women from fuller participation in the public identity. Lower-income women and girls face even sphere. Globally, gender-based violence affects one in greater gender gaps and obstacles to opportunity than three women in their lifetime.30 Manifestations can be relatively higher SES counterparts. In the Philippines, psychological, physical, sexual or economic. They may more than one-fifth of women in the country give span the life cycle, from school-based bullying and street birth before reaching the age of 20. Among young harassment, to intimate partner violence, workplace women aged 15 to 24 in the lowest wealth quintile, harassment and discrimination, and denying girls/women 37.3 percent of have had a live birth or are pregnant with inheritance rights. Complacencey toward such practices their first child, compared to 13.2 percent of women often reflects cultural acceptance of gender-based in the highest wealth quintile. Of women in the lowest violence, even in some instances by women and girls. quintile, only 5.5 percent have attended or completed college, compared with 62.4 percent in the highest wealth quintile.37 Experiences of race, class, and other intersecting identities Social diversity can be a great asset to young people Globally, women and girls may find that their gender seeking belonging and inspiration, and yet present identity is just one of many other factors shaping their challenges in equity and access. Globally, almost two- access and participation. Intersectionality provides a thirds of OOS girls belong to ethnic minority groups in 38 necessary lens for examining a range of identity factors their own countries. In the Philippines alone, there are that influence girls’ participation and horizons.31 These a total of 182 ethnolinguistic groups, of which 110 are 39 may include identifying with a historically marginalized considered indigenous. The Philippines also has one ethnic or religious group. Girls of a certain age, of the highest rates of income inequality in the world, socioeconomic class, geographic location, or migrant with 21.6 percent of the population below the national 40 status may also be more vulnerable, as well as orphaned poverty line. This persistent disparity between the youth, individuals living with a disability, or in some richest and poorest has implications on educational contexts, members of the LGBTQ community. Girls’ and vocational opportunities for all Filipino citizens, exclusion may be compounded by one or multiple of these and further compounds structural gender inequity to other identities, to further constrain their access and marginalize poor women the most. The heterogeneity of participation, with poor minority girls susceptible to “triple languages, experiences and access to resources leaves invisibility”.32 Investigation into the current key markets many indigenous girls and young women without support illuminates some aspects of intersectional discrimination for their own development. in Argentina, Brazil, Indonesia, and the Philippines. 9 INTRODUCTION: WHY GIRLS, WHY NOW?

In Brazil, the confluence of racial identities, ethnicities confirm that certain pathways are not designated and origins also drives substantial ethno-racial division “appropriate” for women and girls. While it has long along rates of poverty, unemployment, and educational been understood through social learning theory that attainment.41 The market is characterized by high media models have the power to transmit values and disparities in income levels, as 10 percent of Brazilians influence the viewer’s behaviour,51 more recent studies earn 42.7 percent of the nation’s income, while 34 percent have further demonstrated how exposure to uninspiring earn less than 1.2 percent.42 Afro-Brazilians are among stereotypes can undermine women’s aspirations and the poorest of the country’s sub-populations. In 2013, the agency. For example when shown gender-stereotypic university enrolment rate for Afro-Brazilians was less TV commercials, women in California were persuaded than half that of whites (10.8 percent versus 23.8 percent), to avoid leadership roles in favour of non-threatening despite the adoption of quotas for Afro-descendants and subordinate roles.52 A consequence of pervasive indigenous people in public universities.43 Women are stereotypes in the media is lower visibility of female most marginalized by these inequalities. Afro-Brazilian models in horizon-stretching roles, which in turn women face significant wage inequality, earning on stunts girls’ ability to visualize their own futures beyond average 7.7 BRL (2.50 USD) per hour compared to conventional paths and scripts. 12.5 BRL (4.02 USD) for white women and 15.6 BRL (5 USD) for white men. Those who have completed high Culture and power bearers, such as influential community school earn just half the wage of white Brazilian men leaders or government officials, may also perceive with the same level of education.44 Further, Afro-Brazilian deviation from gender normative aesthetics, behaviour, women are more vulnerable to maternal death, violence, and relations as threatening to established social and femicide than other women. Women who are the structures or their own control. If the social environment most marginalized may have limited life opportunities and is unsupportive of girls’ exploration and empowerment, even lose hope. Worth noting is the suicide rate among vocal young women may experience psychological indigenous women, which was more than twice as high or physical backlash—a forceful deterrent to others’ 53 as the female population of Brazil as a whole in 2012.45 participation. Social norm theory explains that deviation, Individuals from disadvantaged groups—particularly and perceived deviation, from what is “expected” can be young women who have overcome painful challenges at fuel for punishment, harassment and violence towards 54 these intersections—have great potential to serve as role the deviators. models and encourage their younger female peers.46 Self-concept and agency Personal and collective religious identities can be a strong factor shaping gender attitudes and expected Such sociological realities impact the psychological behaviours related to societal participation. Living in the mindset. This is seen in the emergence of feminine and largest Roman Catholic nation in the world, girls in Brazil masculine “scripts” reflecting the explicit or implicit may be strongly influenced by faith practices and beliefs.47 patterns and rules about what is normal for men and In Argentina, the historical influence of Catholicism is women. These scripts restrict girls and boys to socially also very strong, especially with regard to the organization acceptable roles and pathways, and configure power in of family life. This has historically had direct impacts on a way that leaves girls vulnerable, with fewer options. women’s lives; for example divorce was not legalized When “reading from the script” girls may self-restrict until 1987, following a century of struggle between their interests or limit themselves from participating the government and conservative groups.48 Similarly, in certain activities. Gender scripts can indeed lead to Indonesia is home to the largest Muslim population in the stereotype threat and self-selection out of particular world, with approximately 227 million adherents in 2017. education or career pathways. “Stereotype threat” refers The vast majority of Indonesians consider religion to be to being at risk of conforming, as a self-characteristic, to essential to their life49 and the role of Islam is present in a stereotype about one’s social group. It is the feeling of almost all aspects of society, including politics, education, vulnerability for not conforming to a dominant stereotype, and marriage.50 Affiliation with a faith community can or when confirming a negative stereotype. For example, also represent opportunities for personal motivation, a girl who is good at math may alter her performance on collective organizing, and accessing support. With a a math test so as not to deviate from a socially dominant shared religious background, girls may feel a deeper norm that girls are not good at maths.55 Internalized sense of solidarity with their peer networks, which can act stereotypes can weaken girls’ future-orientation, deflate as either pressure or support for those taking risks and one’s self-concept and self-efficacy, and produce artificial exploring beyond their traditional roles. limiting beliefs that persist through adulthood.

This ecology of internal and external factors can Representation of women in society pose numerous barriers to girls’ full and unfettered Broader societal messages and interactions can also participation. Norms and scripts exist in any society, adversely affect girls’ exploration and pursuit of higher but they do not have to be harmful. By liberating norms goals. Narratives in popular media may not resemble and scripts, youth advocates open up a wider range of the images or experiences of typical viewers, and often possibilities for both girls and boys. promote unattainable standards of wealth or beauty. The content of mass marketing, news, and entertainment can also exacerbate gender stereotypes and implicitly 10 OPENING UP POSSIBILITIES FOR GIRLS HOW TO EMPOWER GIRLS TO PARTICIPATE: POSITIVE YOUTH DEVELOPMENT 11 HOW TO EMPOWER GIRLS TO PARTICIPATE: POSITIVE YOUTH DEVELOPMENT

Young people have long been cast negatively as a social Successful PYD interventions seek to overcome gender risk. The stereotype of the “troubled” or rebellious bias and discrimination by encouraging deep and adolescent who exhibits behaviour such as delinquency, thorough consideration of how best to support girls and violence, risky sexual behaviour, and substance abuse boys in their exploration.62 They consider and respond pervades many cultures.56 As a result, youth programmes to their different needs; aim to balance power between have often adopted a deficit perspective, which focuses genders; and actively seek to change the feminine and on helping youth understand what not to do.57 Not masculine norms that harm or limit both girls and surprisingly, these approaches have on the whole boys.63 They address unique gender needs based on the proven ineffective.58 In recent decades, the international environments in which youth live, specifically considering community has largely abandoned the deficit perspective the social context, norms, and gatekeepers of girls’ and instead adopted a more optimistic view of youth and participation. They also view young people as future and their capabilities. present-day leaders in their own right, with family and community members also responsible for ensuring girls’ Positive Youth Development (PYD) is the overarching opportunities are realized. framework for this newer approach to investing in youth as actors in preventing and solving problems, rather than PYD approaches engage youth, along with their families, problems to be solved. PYD uses a capabilities approach communities, and governments, so that young people in which young people’s freedom and capabilities are empowered to reach their full potential.64 PYD focuses widen as they come to understand more of what they on four interlocking domains in order to achieve the can effectively be.59 Global evidence shows that PYD ultimate vision of healthy, productive, and engaged youth interventions are effective because they assess and (see graphic). address the fuller circumstances of young people’s lives, then focus on expanding opportunities and capabilities, PYD programmes target outcomes in each of these four rather than purely mitigating risks.60 This positive domains. Evidence clearly shows programmes are most approach—deepening young people’s understanding of effective when they include a diverse array of activities the range of things they can become and do with their across the domains, reinforcing the likelihood of success lives—is particularly salient for girls, as they face greater in any single area. barriers to participation due to gender bias.61 On the following pages we describe each of the four domains, along with evidence for their contribution to positive impacts for youth.

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agency assets enabling contribution Youth perceive and can Youth have hard and soft environment Youth are engaged as NCemployY their assets and skills,E Tcompetencies,S Youth areN surroundedVIRON agents of changeR seekingIBUT I E aspirations to make or andSS resources to achieve by an environment E thatM their own rightsNT and their ON G influence decisions about Atheir possibilities. maximizesG their assets, E communities’O positive A N N C their lives, set goals, and agency,I access to services, T development. act to achieve desired andL opportunities as

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of violence or backlash. avoidN risks, stay safe and secure,E and be protected. An enabling environment encourages and recognizes youth while promoting their social and emotional competence to thrive.65

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12 OPENING UP POSSIBILITIES FOR GIRLS

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A girl’s level of agency represents her ability to capitalize behaviour, identifying new opportunities, goal setting, on the opportunities before her. The bedrock of youth and overcoming obstacles could outperform those in empowerment, agency is young people’s perception and traditional business trainings, significantly increasing ability to employ their assets and aspirations to make their economic empowerment.76 or influence decisions about their lives, set goals, and act to achieve desired outcomes.66 When youth have the Further, agency and self-efficacy are central to young agency to make key choices across all aspects of their people’s future-orientation. Research shows that lives—from health, education, marriage, family planning, adolescents who feel more capable in their abilities and household expenditures, and beyond—they are more likely know their strengths tend to set more specific outcome 77 to grow into successful, healthy adults.67 goals and more challenging outcome goals.

Mounting evidence shows the power of agency-based Building a sense of agency and resilience also positively trainings to bolster young people’s mindsets and help impacts girls’ performance in school and the workplace. them to visualize better futures that can be acted on Specifically, for academic motivation and achievement, in the present.68 Activities to enhance participants’ a meta-analysis of efficacy beliefs on academic agency have resulted in greater resilience and grit, achievement found that self-efficacy accounted for self-efficacy and confidence, improved mental health, approximately 14 percent of the variance in students’ and higher aspirations for the future.69 Related research academic performance, and was the most predictive demonstrates real outcomes in academic motivation and indicator of academic accomplishment following 78 achievement,70 marriage decisions,71 and even greater an intervention. Grit, defined as passion for and entrepreneurial success than microentrepreneurs trained perseverance towards long-term goals, has positively only in business skills.72 predicted graduation from secondary school and longer retention in the workplace. For example, students in Building agency is foundational for shifting girls’ mind- a Chicago public school who measured one standard sets around what they believe they can do and their deviation higher on a grit index were 21 percent more sense of confidence to achieve related goals. Evidence likely to graduate on time.79 Another UK-based study shows that when modules on personal agency are added found that resilience and determination had a protective to programme interventions, participants experience effect on youth at high risk of dropping out of education greater impacts on intended outcomes. In a randomized and the labour market. Findings suggest that grit may control trial among rural adolescent girls in India, girls decrease the chances of becoming NEET by as much as receiving training in a resilience-based health programme 10 percent.80 improved more on emotional resilience, self-efficacy, socio-emotional assets, psychological and social With an improved sense of agency, young people— wellbeing, compared to girls who received just a health especially girls—grow more determined to override programme.75 Relatedly, results from a World Bank study gender scripts, more resilient in the face of setbacks, and show that participants in psychology-based entrepreneur mentally stronger to surmount life’s hurdles on the path training programmes focused on cultivating self-starting to greater possibilities. At a critical time when girls begin

SUCCESSFUL AGENCY-BASED PROGRAMMING WITH ADOLESCENT GIRLS IN INDIA From ICRW’s Voice, Choice, and Power (Hinson et al., 2019)

In the Planning Ahead for Girls’ Empowerment and Similarly, ICRW’s PAnKH (Promoting Adolescents’ Employability (PAGE) project in New Delhi, girls aged 15 to Engagement, Knowledge and Health) programme aimed to 17 who were exposed to a curriculum about empowerment enhance life skills, knowledge, agency and empowerment and employability saw a statistically significant increase in married and unmarried girls aged 12 to 19 in Dhoplur, in their reported ability to say who and when to marry Rajasthan. Evaluation results (ICRW, IFS & Manjari by the end of the programme.73 The empowerment Foundation, 2019) demonstrate that older girls who received curriculum focused on building girls’ understanding of the PAnKH intervention are less likely to be married as gender and power and developed their self-efficacy skills. children than girls in control groups, indicating growth in Under the employability component, girls were given individual agency.74 concrete pathways to envision career possibilities. The programme also included skill-building and interaction with employment partners through school-based career events, during which information was provided to advance participants’ understanding of and interest in various career paths. PAGE has helped girls to not only have aspirations for a better future, but to map out how to achieve their career aspirations. 13 HOW TO EMPOWER GIRLS TO PARTICIPATE: POSITIVE YOUTH DEVELOPMENT

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deciding if and how they want to participate in society, children will stay in school.81 Research has also shown “agency-based” interventions during adolescence have that, despite exposure to stigmatized social identities and NCY ETS NVIRON RIBUTI E SS E M NT ON G A provenG to beE a powerfulO antidote to stereotype threat, their corresponding stereotypes, creating an “identity A N N C I T

psychologicallyL empowering participants to face even safe” environment eliminates vulnerability to stereotype

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N 82 structuralE challenges in their external environment. threat. Therefore complementary activities to enhance Individuals who aspire higher can beat the odds. girls’ aspirations and enabling environments can Even after controlling for ability, socioeconomic, and significantly flip the script and enable girls to participate demographic variables, studies have found that higher more fully. personal aspirations are a significant predictor of whether

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Assets and agency are mutually reinforcing. When entry, re-entry, and successfully passing state-wide afforded opportunities to learn, acquire skills and capitals, literacy or other large-scale academic exams among and gain experience, girls and women boost their self- girls who participate.84 efficacy to enter and succeed in male-dominated spaces. When girls do access education but fail to transition to Assets are the resources and tools that equip young the labour force, programmes may include assets related people for success in life, including quality education and to work-readiness and job training, in order to improve “hard” and “soft” skills training. Young people benefit skills in searching, interviewing, communicating and strongly from training in financial literacy and saving, performing on the job. Research demonstrates that vocational or technical skills, and other transferable providing training in vocational and technical skills skills. Together, these assets form a powerful engine to adolescent girls and young women can improve for individuals to achieve goals and participate actively their engagement in income-generating activities, in private, interpersonal and public life. Other types of increase their likelihood of working outside the family assets include internships, apprenticeships and access business, boost household income and expenditure, and to capital to start businesses. Access to networks, loans, enhance entrepreneurial confidence for those who are and transitional support may be derived from numerous self-employed.85 experiences and sources. Soft skills, also called life skills or 21st-century skills, However, hard and soft skills and capital are not refer to a broad set of skills, behaviours, and personal accessible to all young people equitably. Girls and women qualities that enable people to navigate their environment often face heightened barriers to accessing such vital effectively, relate well with others, perform well, and assets despite their wish to be economically productive. achieve their goals.86 While some competencies and According to the International Labour Organization’s traits may be more or less valuable in different cultures, School to Work Transition Survey, almost 70 percent of evidence shows that soft skills in some form serve as a female youth aged 15 to 29 who were not in education or mediating factor for successful youth outcomes in health, employment indicated they wished to work in the future.83 education, livelihoods, and employment.87 Specifically, positive self-concept, social and communication skills, In settings where girls fail to enter formal education, lag self-control, and higher-order thinking have been boys in enrolment, or drop out of primary or secondary identified as the most critical skills to improve education school, developing hard skills may require assets such and workforce outcomes, including more years of as scholarships, special tutoring and re-entry support, schooling attained, graduation rates, higher wages, non-formal education courses in literacy or numeracy, and entrepreneurial success.88 Providing training in or skills training to begin an alternative vocational track. soft skills can enhance participants’ aspirations, equip Interventions that address gaps related to educational them to plan for the future, and prepare them to endure attainment see marked improvements in first-time school through adversity. NCY SETS NVIRON RIBUTI E S E M NT ON G A G E O A N N C I T L

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14 OPENING UP POSSIBILITIES FOR GIRLS

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Adolescent girls operate in complex social environments Engaging men—fathers, brothers, teachers and where they have relatively less power than others. Their adolescent male peers—as allies in girls’ exploration ability to explore is largely dependent on their relationship and empowerment can contribute to the eventual goal of to the surrounding people and structures such as greater gender balance in education, household decision- informal norms and formal institutions. making, economic participation, political processes, and civic leadership. In many cultures, husbands and fathers PYD programmes view an enabling environment as core are the primary household decision-makers. Sensitising to success and sustainability of outcomes. To empower men on the benefits of an empowered daughter can grant girls and not their environment is to release participants girls and women greater access to assets and resources back into households, communities, education systems, for development, decrease girls’ time poverty and and labour markets that reinforce gender inequality. expand their mobility, and encourage their exploration of Doing so can cause girls to become frustrated or educational and career paths. Brothers and male relatives 89 despondent, or even put them at risk of backlash. can advocate for an equal share of domestic and care Conversely, engagement with influential actors and responsibilities to ensure girls/women have sufficient institutions on girls’ empowerment can shift potential time to study or engage in activities outside the home. for impact from temporary gains to sustainable gains In the classroom, male students can encourage their in gender equality for the wider society—representing female peers’ participation and learning, and advocate for greater return on investment. continued support to young women through completion of their highest desired level. NCY SETS NVIRON RIBUTI E S E M NT ON A diverse range of activities can cultivate an enabling G A G E O A N N C I T environment for girls’ empowerment. Household L Other activities at the societal level to promote gender

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N and community mobilization can include home visits E equality include addressing gender-based violence and to directly engage with participants’ parents; joint making spaces safe for girls, subsidizing childcare, and programming between the adolescent and parent; advocating for non-discriminatory laws. Popular media community dialogue activities, including film or dramatic can also be a lever for change, by portraying women of NCY ETS NVIRON RIBUTI E SS E M NT ON presentations to foster dialogue; and awareness-raising G A G E O diverse roles and images, promoting positive messages A N N C I T linked to rights, national campaigns, or international L about girls’ equal capacity and rights, and showcasing B

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N days. Such strategies can improve outcomes in E role models that are courageously defying adverse parental involvement, bonding and communication, norms. When the environment supports gender equality pro-social behaviour, equitable gender norms, and and enables youth to develop free from limiting scripts, 91 youth-friendly services. adolescent girls and boys feel valued, served, and more capable of using their voices for change.

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Supported by their environment to access assets and Programmes with a norm change or civil society focus develop a sense of agency, youth are able to contribute may engage youth to leverage the power of social media to their community as actors, role models, and leaders to influence their friends and networks, extending the of change. PYD programmes view young people as reach of key messages and behaviour change objectives. powerful actors as the centre of their own development. Formal leadership and civic participation are long-term Youth are involved in programme planning, monitoring outcomes not generally captured within the programme and evaluation, to ensure effectiveness and relevance evaluation time horizon; however, evidence of girls’ of all interventions. They may also serve as mentors for increased attendance at local government meetings, younger girls and boys through facilitated “big brother, campaigning on locally important issues, or volunteering big sister” programmes, benefiting them with leadership in community development projects is seen—perhaps, experience and inspiring the next cohort of adolescents.92 foreshadowing future public activity of this kind.93 15 HOW TO EMPOWER GIRLS TO PARTICIPATE: POSITIVE YOUTH DEVELOPMENT

Age Matters

In addition to working across the four domains of once an individual reaches adulthood.103 Therefore, PYD, successful programmes make an effort to targeted soft skills programming related to gender match their approaches with the developmental awareness and rights, girls’ self-concept, aspirations and stage of the youth they seek to benefit. The age range agency should be leveraged as early as possible in this of 10 to 19 years presents a critical time period for stage of the adolescent journey. developmental interventions. Young people are entering and progressing through adolescence, during which Late Adolescence their brains are particularly neuroplastic and receptive to new information.94 As they enter this life stage, As part of the Post-2015 Adolescent Girl Consultations, girls and boys recognize gendered social norms and over 500 girls from 14 countries shared their can understand stereotypes as they are praised for recommendations for a girl-centred development conforming or penalized for subverting them. Biological agenda. While many of the younger girls expressed and social changes tend to occur earlier and within a great optimism for their futures, girls in middle or shorter period of time for girls than for boys.95 As both later adolescence spoke of doubts and fears about risks and opportunities expand around the age of 10,96 what the future would hold.104 With more absolute a relatively short window of time shapes the likelihood years of exposure to risk factors and stereotypes, it is that girls will realize their potential, with different unsurprising that older girls are more likely to have opportunities to intervene related to girls’ particular experienced deflated aspirations or interrupted education. needs in early adolescence (age 10 to14) and late Indeed for many late adolescents who have married or adolescence (age 15 to 19). otherwise dropped out of school, programmes aiming to prevent girls from becoming NEET may be less relevant, as it can appear already “too late” to alter Early Adolescence the educational journeys for many of this age range.105 As girls enter early adolescence, gender has a greater There are also practical limits from a PYD programme influence on their attitudes and choices. Societal norms perspective, including organizational challenges of feel more pronounced as they permeate interactions in accessing girls inside and outside of school settings. the world, and young people awaken to the pressures and Older OOS girls may experience time poverty if working, expectations placed on them by the surrounding people caring for children, or carrying other responsibilities and structures. Career expectations and preferences in the home or community, posing logistical and are similarly shaped around this age by parents and scheduling challenges for youth programmes. Within educators, socioeconomic status and education quality, secondary school-based programmes, there are also the labour market, information and media, and prevailing time constraints in the school day, particularly where gender norms and scripts of a given culture.97 Evidence national curricula are oriented towards preparation for also shows that aspirations related to educational goals standardized tests; as well as grade considerations for and career planning are formed during early adolescence. programmes aiming to influence aspirations, as students For example, a longitudinal study in Sweden98 found that may be required to select an academic track as early as youth’s career aspirations were largely formed by age grade 9 (ages 14 to 15).106 13, consonant with other research that it is progressively more difficult to engage students in science or alter their For many late adolescents, the pressure to conform perceptions of self-efficacy in specific subject areas as weighs heavy, especially for those envisioning what their they progress in their education.99 The dynamic nature of futures may hold while negotiating gender norms, their aspiration formation in response to conditioning may be own identity, and which resources are seemingly available. even more noticeable in early adolescent girls. Research The networks of late adolescents typically expand beyond in rural China has shown that aspirations peak for girls the smaller, family-based world of childhood, making by age 12, at approximately the age of primary school space for a wider range of peers, colleagues, and possibly completion, while aspirations for boys continue to rise new families. With this increased exposure, adolescents 107 more sharply after this point.100 It is believed that this become more receptive to peer influence. This difference in attitudinal trajectories is related to gendered sensitivity to opinions and ideals of peers can drive how socialization in early adolescence and the cultural adolescent girls shape themselves in relation to gender 108 prevalence of male favoritism. norms and social expectations. It may also decrease or increase their willingness to take certain behavioural To counter such trends of girls’ lower aspirations and risks. If girls perceive they will be socially ostracized by expand the potential roles girls can envision occupying peers for deviating from norms, they may be more likely to later in life, early intervention represents a crucial conform; alternatively girls may suppress their authentic opportunity to reinforce messages about empowerment interests or overlook potential punishment by adults and equality.101 Studies have shown that most “sensitive” if peers pressure them to push their own boundaries. period in a child’s life for acquiring the cognitive and Building not only agency but also the soft skills for noncognitive skills needed to achieve positive adult higher-order thinking (e.g., critical thinking and problem outcomes (e.g., high school graduation and earnings) is solving) and effective communication (e.g., assertiveness 8 to 11 years.102 Subsequent soft skills for education and and negotiation) is vital for girls to navigate the various workforce success are relatively malleable in early and crossroads of late adolescence. mid-adolescence, but their ease of acquisition tapers 16 OPENING UP POSSIBILITIES FOR GIRLS SUNSILK’S APPROACH: INSPIRE, ENCOURAGE, EQUIP TO EXPLORE

No matter their age or context, girls deserve to define their own path in life and explore who they want to become. To open up possibilities for girls is to enable them to overcome limiting norms in order to increase their personal potential to develop strengths, exercise agency, and achieve goals. 17 SUNSILK’S APPROACH: INSPIRE, ENCOURAGE, EQUIP TO EXPLORE

KEY TERMS FOR SUNSILK’S SOCIAL MISSION

Self-concept: The awareness of oneself and Horizon-stretching: Situations, people and images one’s abilities and role that reflects one’s that defy limiting norms and beliefs by courageously current understanding of their strengths moving beyond what is scripted (Lippman, L. et al. 2015) Explore: Adopt a curious and optimistic mindset to try Liberate her imagination: Increase a girl’s ability to new challenges and enhance one’s sense of personal see beyond limiting gender scripts and redefine her agency and self-efficacy own self-concept Agency: The capacity of individuals to act independently Open up possibilities for girls: Enable girls to and to make their own free choices overcome norms, in order to increase their personal potential to develop strengths, exercise agency, and Self-efficacy: Judgments of one’s own capabilities achieve goals to organize and execute a course of action in order to attain designated goals (Bandura, A. 1996) theory of change: where does sunsilk play?

With this objective in mind, Sunsilk’s social mission is 2. Enhancing the enabling environment through to inspire girls to dream of a future full of possibility— activating social support from peers and at partnering unlimited by what society says she “should” do or community institutions such as schools. “can’t” do. Sunsilk aims to encourage girls to rescript their lives by defining their own vision for the future and In addition, the brand is leveraging media funds to equip girls with the skills they need to explore different rescript role models in key markets where we have the possibilities. Sunsilk recognizes the importance of greatest influence. Through advertising and marketing supporting girls during adolescence, when their life campaigns, Sunsilk has already begun challenging goals and aspirations are taking shape and they most gender stereotypes and portraying girls in empowering need encouragement to dream—and to challenge both roles—another way to create an enabling environment themselves and societal expectations. As girls journey for girls to explore and grow. into adulthood, these skills and abilities will continue to Sunsilk is among the largest haircare brands in the world. support their development, with expanded vision that can Sunsilk products are used in about109 one in every five cascade down to other girls and women through their households around the world and the brand has earned families, communities and peer networks. consumer loyalty in many diverse markets. Because of its Sunsilk’s theory of change seeks to build up girls’ capacity reach and the brand’s deep knowledge of its consumers, to dream and explore, with the ultimate goal of increasing Sunsilk brings many insights about what matters to girls’ meaningful participation and contribution to society. young people across the globe. It has forged a connection When girls aspire higher and exercise greater agency, with young women through its brand personality, which they are more likely to participate in education, training, emphasizes an optimistic approach to life and a “can-do” employment, and civic life in their communities. attitude toward tackling life’s challenges.

Sunsilk also recognizes that no single approach or Building on the global evidence base for PYD, leveraging programme can achieve this ultimate goal of greater the expertise of its partners, and using the brand’s participation on its own. The brand enthusiastically visibility among young people in low- and middle-income joins the global movement of organizations, donors and markets, Sunsilk has crafted an approach that takes governments who are all working to improve the future girls on a Journey to New Horizons. This journey has four for girls so they can participate and thrive in lives of stages, as depicted in the illustration on page 18. dignity and choice. For its part, the Sunsilk social mission Through this journey, girls will gain the vision, skills, aims to make a significant contribution in the areas where and confidence needed to deviate from limiting societal it is most equipped to add value. These are: scripts and exercise greater agency in their lives. For 1. Building girls’ sense of agency to set a course for girls in particular, self-efficacy is foundational because of the future—this is the primary impact area. It also the vast limits on girls’ decision-making and structural includes providing assets in the form of soft skills barriers preventing girls from participating directly fully related to agency, as girls can use them to define and freely in their own lives. Without a sense of personal and make progress toward their goals. agency, girls will not be able to shed the exisiting scripts and limiting beliefs that hold them back from exploring 18 OPENING UP POSSIBILITIES FOR GIRLS

JOURNEY TO NEW HORIZONS Girls have gained the vision, support, skills, and confidence neeed to deviate from social scripts, aspire higher, and exercise greater agency in their lives. Explore through challenge Feel activities ACTIVITIES Equipped Be to set goals and Encouraged access support through Get guided Inspired self-reflection by role models

VISION

SUPPORT

OUTCOMES SKILLS

CONFIDENCE

outside the norm. While girls’ exploration is not the only foster optimism and courage, a sense of sisterhood solution needed to close gender gaps in participation, through real or virtual peer networks, and the grit and soft a prerequisite to surmounting larger barriers is the skills to advance towards their vision. courage to try. Lastly, once participants are prepared to act, they are The Journey to New Horizons that girls take with Sunsilk prompted to explore, through challenge activities that starts with getting inspired by peers and role models. “stretch” girls and enhance their self-efficacy. By taking With exposure to new ideas, behaviours, contexts, and risks and seeing their own progress, dreams feel less career opportunities, girls catch a vision of how to deviate distant. When a girl demonstrates her own capacity to from the norm. act, she boosts her self-confidence and sense of agency, which can eventually lead her to participate in education, The journey continues as girls are encouraged through training, employment, or another chosen path that might guided self-reflection on their own dreams, passions, otherwise have been a missed opportunity. strengths, and power to overcome internal and external limits. This type of structured support enables girls to The expected outcome of guiding participants through develop a more positive self-concept and intentional vision this journey is a new cohort of adolescent girls who of how they too might choose their pathway, whether have gained the vision, support, skills and confidence traditional or non-traditional. At this stage, participants needed to deviate from societal scripts, aspire higher, and are also encouraged to support one another. exercise greater agency in their lives. As an evidence- driven partner on this journey, Sunsilk is committed to Following activities to enhance participants’ mindsets are ensure that the programmes in which it particiaptes are lessons preparing them to act. During this stage of the effective and that initiatives under its social mission are journey girls are equipped to set tangible goals and define designed, refined, monitored and measured for impact on practical steps towards achieving them. These activities these key aspects of positive youth development. 19 SUNSILK’S APPROACH: INSPIRE, ENCOURAGE, EQUIP TO EXPLORE

How does Sunsilk inspire personal agency and equip girls with new assets?

Exposure to Role Models A role model who is close in age to participants has advantages for girls. In programmes that foster Through exposure to role models, girls become exposed interaction with role models who have a “big sister” to different ideas of what life can look like, see different or mentor role, closeness in age is more likely to build options and opportunities that they may have previously stronger rapport and trust among participants than thought were unavailable to them, and ultimately broaden introducing a wider age (and potentially power) gap.114 their horizons as to what they can expect for themselves. Young people also tend to choose role models whom they Through such exposure, girls see examples of others find relevant and to whom they can compared themselves, like them who have exhibited agency and independence specifically when it comes to similarity in background and in their life choices—which provides an inspiration and other identity factors. Identification with a same-gender example of how they too can develop their own agency. role model is important for girls, who may see fewer For the most significant outcomes role models should women in many roles and sectors. It is also particularly be relatable, close in age and, in some instances, of true for girls of marginalized identities (race, ethnicity, a similar identity or background. religion, socioeconomic status, LGBTQ identity). Girls of Youth are inspired by realistic, relatable, and attainable marginalized identities are treated differently in society 115 traits—not just seniority or success status.110 Someone and may face numerous additional barriers as a result. who is “too successful” or distant from the participants’ Therefore, it can be especially impactful for them to see own experiences prevents girls from being able to another in-group member who has been successful. imagine themselves in that position.111 Further, when a Rural and urban populations have additional preferences role model talks about obstacles they have faced along related to ideal role models. Rural populations are the way, this offers a real-life example in a useful and more likely to select role models from their immediate influential way. This can be particularly pertinent when surroundings, whether that is family members, addressing the structural barriers girls face as they try neighbours or peers.116 It is possible that this finding to realize their dreams. Youth with low self-efficacy may stems from the limited interaction of rural populations feel unable to affect the external environment holding with outsiders beyond their own demographic or family, them back. Therefore, role models sharing anecdotal and, in some contexts, the reduced access to technology insights on their setbacks, failures, and the strategies and media sources to identify role models outside their they used to address the obstacles and remain resilient is immediate community. particularly powerful.112 Relatability can also be achieved if role models hold a clear set of values that resonate This does not preclude the powerful effect of recognizing with young people. Youth may admire others who retain one’s common experiences with others who are not the same values as they move through successes and similar, and the opportunity for generating solidarity with challenges, as it provides evidence that their values do a “global sisterhood” of adolescent girls. Participants’ not need to be compromised for success to be possible.113 preference and responsiveness to various types of In short, it is important for girls to “see themselves” in a role models should be tested prior to finalising the role model and connect with someone who they feel is programme materials, which is precisely what the Explore accessible to them. More! programme has done in its different markets.

Mendy Indigo, Thailand International DJ 20 OPENING UP POSSIBILITIES FOR GIRLS

Rimsha (19), owner of the Lyari Girls Cafe, leading the cycle learning class in the streets of Lyari, Karachi, Pakistan.

Azima (20), CEO of ConnectHear, with her friends and colleagues in Karachi, Pakistan

ConnectHear, is a startup providing sign language interpretation services to deaf individuals through various channels. 21 SUNSILK’S APPROACH: INSPIRE, ENCOURAGE, EQUIP TO EXPLORE

Exposure to role models and to visible female leadership 1. By watching and seeing the character, viewers begin has demonstrated impacts on girls’ aspirations and life to recognize behavioural alternatives through the outcomes, including educational attainment. A policy actions of the character, then begin to evaluate their experiment in India found that in villages where seats own self-efficacy in relation to the character. on local village councils were reserved for women, there were marked improvements in aspirations. The 2. Through reflection, the audience member begins gender gap in aspirations closed by 25 percent in parents to relate the character to their own personal and 32 percent in early adolescents (11 to 15 years) in experiences—understanding that they may be similar, villages assigned to a female leader for two election face similar challenges and strive for similar goals cycles compared to villages that did not reserve seats. 3. Through dialogue and action the film stimulates The gender gap in adolescent educational attainment thought on current topics and inspires viewers to was erased (even reversed in some villages) and girls modify their behaviour based on the messaging spent less time on household chores.117 There is also an in the media.121 extensive body of literature which suggests that female role models, especially in politics, increase the propensity Research consistently shows that educational for discussion about civic action and engagement among entertainment effectively increases viewers’ knowledge young women, with some studies suggesting that young and their intention and decision to act as well as women were more likely to declare their intention to facilitating communication. There is a large body of be politically active in the future as a result of the role evidence on film-based interventions showing that 118 model effect. they change individual attitudes and behaviours on a variety of issues, from family planning and health Film-Based Interventions for Attitude and services uptake to entrepreneurial attitudes among Behaviour Change adolescents in Tanzania and improving parents’ support of lesbian, gay and bisexual children.122 Evidence from Another lever to support girls in their journey of India suggests that consuming television more broadly exploration and agency development are film-based can increase school enrolment for children, perhaps interventions. Films illustrate for viewers how a through viewers’ exposure to new information about character’s circumstances lead her to make certain other parts of the world and other ways of life, which choices and take concrete actions with visible outcomes. then impact gender attitudes and actions. Female school Film interventions that tell powerful stories can enrolment specifically increased, as did birth spacing, generate empathy, illuminate new perspectives, spark with stronger impacts where women had formerly held conversation, and enact a process of self-reflection and high preferences for sons.123 self-evaluation against goals—all of which can ultimately inspire action among viewers. Adolescent girls can be powerfully impacted by para- social relationships with characters who deviate from The power of a film-based “agency” intervention is in commonly held norms and explore the world beyond girls’ the ability of a fresh storyline to affect the viewer’s own usual boundaries. Through exposure to other models self-concept and self-efficacy. Social cognitive theory of behaviour and storylines with intriguingly unique posits that modelling through media catalyses vicarious female characters, girls can be challenged to raise learning and ultimately affects viewers’ self-efficacy and their own ambitions. When combined with reflective and behaviours.119 Specifically, film-based interventions are preparatory exercises to encourage and equip girls for effective at sparking cognitive change in individuals due exploration, programme participants acquire essential to the para-social relationship, that is, the relationship soft skills for success, such as grit or resilience, along which develops between the character and the individual with skills for effective communication, decision-making audience member.120 Para-social relationships happen and higher-order thinking. The result is a greater sense at three levels: of “what I want” and the personal agency to take life in one’s own hands.

How does Sunsilk enhance girls’ Enabling Environment

Peer Networks and the Global “Sisterhood” 1. Provides girls with the time and space to develop their thoughts and views about what they can do; A supportive peer network is crucial for facilitating girls’ empowerment and building their aspirations. 2. Gives girls a forum where they can socialize and find Fostering sisterhood involves cultivating an encouraging support from other girls; environment for girls to meet, learn, and discuss 3. Gives girls space to develop their own self-confidence issues that affect their lives and practise skills to help and practise advocating on their behalf in a safe and them challenge harmful social scripts without fear of supportive environment; judgement or other negative repercussions. A supportive peer network: 22 OPENING UP POSSIBILITIES FOR GIRLS

4. Establishes a network of strong and empowered girls For Sunsilk and our partners, the teachers who facilitate who can advocate collectively for themselves and for our programmes comprise a key “secondary beneficiary” all girls in their community—ultimately facilitating group. Through training and capacity building on norm change at a community level.124 gender empowerment for school-based programme facilitators, we are able not only to sustain the gains of Indeed, these networks are central to cultivating a cohort our programme with permanent members of community of young female explorers who are empowered to support support networks but also to benefit teachers themselves, one another to seek beyond what society has prescribed providing them with a wider framework for their own for them. confidence and vision casting, and a deeper sense of vocational purpose as mentors for adolescent girls. Teacher Engagement During her Journey to New Horizons, a girl has the Script-Flipping Advertisements potential to impact others in the environment around To encourage girls to dream big and do more, her, specifically by sparking a similar journey of self- Sunsilk purposefully depicts images of girls in reflection among the teachers and facilitators who she nontraditional spaces and roles to the wider community. is coming into contact with through the programme. Advertisements and communications feature Seeing girls go through this self-discovery process realistically aspirational images and messaging for and build the confidence to deviate from norms and girls to see the range of possibilities that exist and articulate their aspirations can catalyse a similar self- are attainable. reflection activity among female teachers who may not have been encouraged to explore in the same way when they were adolescents.

Sunsilk Script-Flipping Advertisements. 23 SUNSILK’S APPROACH: INSPIRE, ENCOURAGE, EQUIP TO EXPLORE

Where are youth contributing in the Sunsilk model?

While the central focus of Sunsilk’s PYD value-add alongside future programme cohorts. Research has is primarily in the agency and enabling environment shown that when young people give advice to others, domains, brand-sponsored programmes may also it also improves outcomes for the advice giver.125 Youth support youth’s contribution in their local contexts. further contribute to the design of programmes and feed Participants may contribute by serving as a role model into implementation and evaluation. As Explore More! for younger girls in the community or share their own continues, alumni will contribute to future iterations Journey to New Horizons reporting successes and through their active involvement in impact assessments setbacks on social media or through a mentoring role and other programme learning.

HOW SUNSILK PROGRAMMES SUPPORT GIRLS ON THEIR JOURNEY TO NEW HORIZONS

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Exposure to Personal reflection Peer Networks PARTICIPANTS BECOMING Role models exercises and and the Global ROLE MODELS IN THEIR NCY group activitiesETS “Sisterhood”NVIRON COMMUNITIES RIBUTI E Film-based SS E M NT ON G Ato build soft skills TeacherG EngagementE O A interventions N N YOUTH INPUTTINGC INTO related to agency I T for attitude and Script-FlippingL PROGRAMME DESIGN behaviour change AdvertisementsB AND ASSESSMENT

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Informed by these global best practices on what works to open up possibilities for girls, Sunsilk is committed to creating a world of explorers—girls who dare to dream bigger and can inspire others in their communities and beyond. 25 WHAT’S NEXT: SUNSILK’S AGENDA

LEARNING FROM CURRENT EFFORTS

Juntas Arrasamos Digital Platform with The Explore More! Pilot with Girl Rising Sunsilk Brazil The global non-profit Girl Rising uses the power of In Brazil, Sunsilk is engaging adolescent girls through storytelling to change the way the world values girls and a dynamic and interactive digital platform called their education. The organization specializes in telling #JUNTASARRASAMOS. Using this platform, girls will gain stories about girls who face daunting barriers to their courage to expand their horizons beyond limiting norms independence with determination and courage, informing and conventions and gain support and inspiration from and inspiring communities to take action for girls and peer networks and positive role models (the “sisterhood”). gender equality. Working with local partners, Girl Rising Activities include diagnostic quizzes, interactive tips, adapts these stories into culturally relevant educational online and offline challenges, links to influencers and role tools and curricula to build confidence and agency in girls models as part of an online community and, for some, and to change attitudes and social norms within their connections to exploration partners in the community. communities.

Millions of girls grow up with few role models, deprived of inspiration or feelings of possibility to become anything other than what is traditionally expected. In 2017, Sunsilk and Girl Rising collaborated to change this narrative JuntasArrasamos through the Explore More! toolkit, piloted in Thailand and Digital Platform Pakistan and reaching 549 girls and boys. Interface. The partnership provided the opportunity to create a robust facilitator’s guide and programme structure, introducing young people to the themes of aspiration, self-awareness, and possibility, all critical conversations on the path to empowerment. Sunsilk also supported Girl Rising in repackaging the longer film into “role model videos” and creating additional shorter video vignettes featuring local role models for use in each country programme. These resources can be leveraged to cultivate transformative opportunities for youth to engage with stories from the original Girl Rising film. Partnerships with grassroots non-profit organisations and school networks further allow the programme to reach a variety of participants, including both OOS youth and those in-school who are at risk of “becoming NEET”. 26 OPENING UP POSSIBILITIES FOR GIRLS

Scaling Up Explore More! in New Markets The Exploration Index Following the pilots, Girl Rising and Sunsilk extracted key learnings, analysed evaluation data, and synthesized In the coming years, Sunsilk also intends to develop an feedback from participants and facilitators to refine and “Exploration Index” that will capture a combination of develop the new Explore More! model, which targets metrics related to girls’ ability and willingness to aspire to 53,000 youth in six countries, including Argentina, do more, dream differently and bigger, show resilience in Indonesia, and the Philippines, as well as Thailand, the face of setbacks, and achieve self-determined goals Vietnam, and Pakistan. related to greater participation in society. Together with Girl Rising and our research partner, the International In the process of expanding geographically, Sunsilk Center for Research on Women, the brand will use continues to contextualize its approach based on the this index to evaluate the impact of the Explore More! nuances and particular experiences of adolescent girls programme on key aspects of girls’ personal ambition in each of the markets. For example, in Indonesia, and agency. approximately one million children of 7 to 15 years did not attend primary or secondary school in 2016. An estimated 3.6 million children aged 16 to 18 also did not attend school.126 With the second highest female Shared Value for NEET rate across Explore More! scale-up countries127 and a gender gap in labour force participation of Sustainability almost 31 percent,128 Indonesian girls’ empowerment Seeming impossibilities for girls can be surmounted programmes must find ways to operate within present through agency-based empowerment and cultural and economic realities, while still designing complementary supports. As an empowering and strategies to challenge the patriarchal system that often optimistic brand, Sunsilk believes that agency building is relegates women and girls to exclusively reproductive and a critical component of PYD which it can directly impact domestic spheres. Drawing on similarities, differences, through its communications and social mission. Our opportunities, and challenges across the new markets, mission focus reinforces Sunsilk’s commitment to the Girl Rising has tailored its Explore More! activities and key success of girls around the world, and increases trust messages to capture relevant and meaningful exploration and equity for the brand at the household and market experiences with high-impact potential for girls in level. A member of the Unilever family, Sunsilk also aims each country context. to inspire similar company-wide commitments to social and environmental responsibility within the private sector and galvanize more corporate actors to leverage their potential for sustainable good. 27 ENDNOTES

Endnotes

1 Chaaban, J. & Cunningham, W. (2011). 50 Pearce, J. (2018). 2 Woetzel, J. et al. (2018). 51 Bandura, A. et al. (1961) 3 Ibid. 52 Davies, P. et al. (2005). 4 United Nations Children’s Fund (2006). 53 Dasra (2019). 5 U.K. Department for International Development (2005). 54 Cislaghi, B., et al. (2018). 6 Klugman, J. et al. (2014). 55 Steele, C. & Aronson, J. (1995). 7 Harper, C. & Page, E. (2016). 56 Catalano R.F. et al. 8 Chaaban, J. & Cunningham, W. (2011). 57 Lerner, R. (2017). 9 The Centre for Development and Population Activities (2011). 58 Ibid. 10 Shahnaz, R. and Karim, R. (2008). 59 Sen, A. (1999); Harper C. & Marcus R. (2018) 11 Amin, S. (2011); Shahnaz, R. & Karim, R. (2008). 60 Alvarado, G. et al. (2017). 12 Srikala, B. & Kishore, K. (2010). 61 Sen, A. (1999). 13 Heise (1998) poses an integrated, ecological framework for 62 Kapungu, C. & Green, C. (2016). understanding the origins of gender-based violence. The 63 Gupta, G. (2000). model above similarly grounds girls’ participation in the 64 Alvarado, G. et al. (2017). interplay of personal, situational, and sociocultural factors. 65 Ibid. [See: Heise, L. (1998). Violence Against Women: an integrated, ecological framework. Violence Against Women: Vol. 4, 66 Hinson, L., et al. (2016). No. 3: 262-290. Available at: https://www.ncbi.nlm.nih. 67 Patton, G., et al. (2016). gov/pubmed/12296014 ; See also: http://fcs.sites.mjc. 68 Bandura, A. (2006). edu/109EcologicalModelofHumanDevHandout.pdf; https:// 69 Shankar, A., et al. (2019); Leventhal, K.S., et al. (2015); Sundar, S. www.unicef.org/cbsc/files/Module_1_SEM-C4D.docx] et al. (2016). 14 One’s sense of self-efficacy is comprised of judgments of one’s own 70 Zimmerman, B.J. & Cleary, T.J. (2006); Masten, A.S., et al. (2005). capabilities to organize and execute a course of action in order to 71 Nanda et al. (2017); Verma, H., et al. (2019) attain designated goals [Bandura, A. (1996).] 72 Campos, F., et al. (2017); Shankar, A. et al. (2015); Trzesniewski. 15 Jodl et al. (2001). K.H., et al. (2006). 16 Rainey, L.M. and L.D. Borders (1997). 73 Nanda et al. (2017). 17 Andajani et al. (2016). 74 Hinson et al. (2019). 18 Schools in Indonesia tend to have gender-biased textbooks, in 75 Leventhal, K.S., et al. (2015). which men are cited more often than women and there are more 76 Campos, F. et al. illustrations of boys than girls. Within illustrations, boys are shown 77 Zimmerman, B.J. & Cleary, T.J. (2006). in more diverse roles while girls are depicted in more stereotypically feminine roles. [Utomo et al. (2009).] 78 Multon, K.D., et al. (1991). 19 United Nations Children’s Fund (2016). 79 Eskreis-Winkler, L., et al. (2014). 20 World Bank (2012). 80 Mendolia, S. & Walker, I. (2014). 21 Hallman, K. & Roca, E. (2007). 81 Meng (2009). 22 United Nations Scientific, Education and Cultural Organization 82 Davies, P. et al. (2005). (2018). 83 Elder, S. & Kring, S. (2015). 23 Escudero and Marchionni (1999); Bacellos et al. (2014). 84 Marcus, R., et al. (2017). 24 United Nations Scientific, Education and Cultural Organization 85 Ibid. (2014). 86 Lippman, L., et al. (2015); Gates, S., et al. (2016). 25 United Nations Scientific, Education and Cultural Organization 87 Kautz, T.D., et al. (2014); Heckman, J.J., et al. (2006); Almund, M,. (2018). et al. (2011); Duckworth, A.L. & Seligman, M.E. (2005); Srikala, B. 26 International Labour Organization (2017). & Kishore, K.K. (2010). 27 United Nations Population Fund (2015). 88 Lippman, L. et al. (2015); Almund, M., et al. (2011). 28 Wodon et al. (2017). 89 Dasra (2019). 29 Barre, I. et al. (2018). 90 Marcus, R., et al. (2017). 30 World Bank (2019). 91 Alvarado, G. et al. (2017). 31 Crenshaw, K. (1989). 92 Ibid. 32 Harper, C. et al. (2018). 93 Marcus, R., et al. (2017). 33 Rocca, O., et al. (2017). 94 Fuhrmann, D., et al. (2015) 34 United Nations Educational, Scientific and Cultural Organization 95 National Research Council and Institute of Medicine (2005). (2016). 96 United Nations Population Fund (2016). 35 Gukovas et al. (2016). 97 Ferriman, K., et al. (2009); Weisgram, E.S., et al. (2011). 36 Indonesia Ministry of National Development Planning and the 98 Lindahal, B. (2007). United Nations Children’s Fund (2019). 99 Archer (2013). 37 Woetzel et al. (2018). 100 Meng (2009). 38 Lewis, M.A. & Lockheed, M.E. (2006). 101 Gordon, S. (2017) 39 Reyes et al. (2017). 102 Cunha F. & J. Heckman (2006). 40 Asian Development Bank (2009). 103 Lippman, L., et al. (2015); Cobb-Clark, D.A. & Tan, M. (2011). 41 Pereira, C. (2016). 104 Warner, A., et al. (2013). 42 World Bank Open Data (2016). 105 Rizwan, Khuzama (2019). 43 Gukovas, R. et al. (2016). 106 Ibid. 44 Ibid. 107 Modi, A. (2017); Jones, N., et al. (2018). 45 Ibid. 108 Heise, L. & Manji, K. (2015). 46 Jones, N., et al. (2018). 109 23.5% of global households use Sunsilk accounding to Kantar, 47 Government of Brazil (2000). 2018. 48 Htun (2003). 110 Lafortune, J., et al. (2017). 49 Pew Research Center (2018). 111 Hoyt, C. & Simon, S. (2012). 28 OPENING UP POSSIBILITIES FOR GIRLS

112 Hernandez, A. (1995). 113 MacCallum, J. & Beltman, S. (2002); Madhavan, S. and Crowell, J. (2014). 114 Marcus, R., et al. (2017). 115 Anderson, K.J. & Cavallaro, D. (2002); Karunanayake, D. & Nauta, M. (2011); Zirkel, S. (2002). 116 Madhavan, S. & Crowell, J. (2014); Bactol, Jerome. Interview: 2 July 2019. 117 Beaman, L., et al. (2012). 118 Atkeson, L. (2003); Campbell, D. & Wolbrecht, C. (2006); Burns, N., et al. (2001); Wolbrecht, C. & Campbell, D. (2007). 119 Bandura, A. (2001). 120 Horton, D. & Wohl, R. (1956). 121 Papa, M., et al. (2006). 122 Huebner, D.M., et al. (2014); Bjorvan, K., et al. (2015). 123 The share preferring sons fell 20 percentage points with the arrival of cable television, compared with a 12 percent decline overall. [Jensen, R. & Oster, E. (2009).] 124 Overseas Development Institute (2015) et al. 125 Eskries-Winkler, L. (2019). 126 United States Department of State (2018). 127 Among the six countries, Indonesia had the second highest NEET rate of 28.0% in 2017, second only to 54.9% in Pakistan in 2018. [ILO Stat (2018).] 128 ILO Stat (2018). list of diagrams

1 A socio-ecological model for girls empowerment (page 6) 2 ‘NEET’ (not in education, employment or training) rates 2018 rates (page 7) 3 Domains of Positive Youth Development (page 11) 4 The Sunsilk Journey to New Horizons (page 18) 5 How Sunsilk Programmes Support Girls on Their Journey to New Horizons (page 23) 29 REFERENCES references

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© ICRW and Unilever September 2019 Produced by ICRW Advisors, Unilever Global Sustainability Team and Sunsilk Global Brand. We would like to the thank the following individuals for their valuable inputs for this paper: Unilever: Mathilde Bresson, Sandra Fontano, Mia Fuentes, Naomi Macphail, Eleanor Masters, Giulia Salusest, Barbara, Scala, Zeynep Kutlay-Ozcan ICRW: Shelley Martin, Margi Goelz, Katherine Fritz Girl Rising: Jill Miller, Khuzama Rizwan Author: The International Center for Research on Women Design: The Ayres Design Company Printing: Scanplus, London ICRW and Unilever (2019). Opening Up Possibilities for Girls: A report on supporting young women on the journey to new horizons. ICRW Advisors, Unilever Global Sustainability Team and Sunsilk Global Brand: Washington, D.C., US, and London, UK.

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