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Leadership Moment

Lead by example.

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Dr. Nuala Cowan, World Bank; Adele Birkenes, USAID;

Marcela Zeballos, YouthMappers

Social Cohesion and

Inclusion Concepts

YOUTHMAPPERS Workshop June 9-18, 2024

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Introduction - A Reminder Definition

Social Cohesion - the extent of connectedness and solidarity among groups in society; it often implies both a sense of belonging and the systems of equity or inequity characterizing relationships among members and groups within a society; greater social cohesion improves resilience

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Inclusion Concepts

Adele Birkenes

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Overview

What does inclusion mean? An introduction to key terms
How do bias and discrimination affect members of our communities?
How we can facilitate greater inclusion of marginalized groups in future mapping projects?

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What does inclusion mean?

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Key terms for talking about inclusion

Equality vs. equity
Diversity
Accessibility

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Key terms for talking about inclusion

Equality vs. equity
Diversity
Accessibility

Equality is treating everyone the same way, often while assuming that everyone also starts out on equal footing or with the same opportunities

Equity is working toward fair outcomes for people or groups by treating them in ways that address their unique advantages or barriers

Source: Catalyst

Source: INGENAES

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Key terms for talking about inclusion

Equality vs. equity
Diversity
Accessibility

Diversity is the practice of including people from different communities, identities, races, ethnicities, backgrounds, abilities, cultures, and beliefs, including underserved communities

Source: Adapted from the White House

Source: Adele Birkenes

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Key terms for talking about inclusion

Equality vs. equity
Diversity
Accessibility

Accessibility is the design, construction, development, and maintenance of facilities, information and communication technology, programs, and services so that all people, including people with disabilities, can fully and independently use them

Source: Adapted from the White House

Source: Adele Birkenes

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Key terms for talking about inclusion

Equality vs. equity
Diversity
Accessibility

What are some accessibility considerations for the mapping activity shown on the right?

Smartphone-based survey - assumes that surveyors have access to smartphones, do not have vision impairments, can read English
Walking survey - assumes that surveyors are physically capable of conducting survey by foot

Source: Adele Birkenes

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Gender terms

Gender is a set of socially constructed roles and behaviors that a society considers appropriate for men and women (masculinity & femininity)
Biological sex refers to anatomical, physiological, genetic, or physical attributes that determine if a person is male, female, or intersex

Source: Sex Is…

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Intersectionality

Intersectionality is the interaction between gender, sexuality, race, socio-economic status, ability, and other categories of social difference
In other words, multiple forms of discrimination can combine and overlap, resulting in complex and cumulative discrimination

Source: Sylvia Duckworth

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Bias and discrimination in our communities

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Group activity: Bias and discrimination in our communities

Please form a group of 3 with the people sitting near you.

Take 5 minutes to discuss: What groups in our communities face high levels of bias and discrimination?

[¿Qué grupos en nuestras comunidades enfrentan altos niveles de prejuicios y discriminación?]

How we can facilitate greater inclusion of these groups in future mapping projects?

[¿Cómo podemos facilitar una mayor inclusión de estos grupos en futuros proyectos de mapeo?]

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Inclusive Project Design

Nuala Cowan

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Overview

What will we cover in this session?

How to formulate a problem statement to articulate and communicate your research
How to identify and prioritize stakeholder relationships
How to understand the gender dynamics as it relates to our problem statement, and how to incorporate that into project design
Where do we incorporate gender and diversity within OSM

On the map?
In our project design?

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How familiar are you with planning a field project?

QUICK POLL

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Holistic Project Design

INTERSECTIONALITY

Approaching field design has to be holistic - if the project has a gender focus, you still have the local social, economic and political context to contend with -and even if the primary theme isn’t gender, there is always a gender dimension to working with communities.

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Where to start?

Being close to a problem (either through research familiarity, or geographic proximity) doesn’t always make it easier when it comes to designing research and planning field work. That is why we should always adopt a systematic approach to the design and planning process.

All good research begins with a problem statement

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In a couple of words, how would you define a problem statement?

QUICK POLL

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What is a problem statement?

A problem statement is a short description of issues you intend to address, through the course of your research.
It should contain a clear concise description of the issues themselves, the end goal of any intervention you propose, and the methods used to get there.
A good problem statement should also outline any data to be collected, a preliminary acknowledgement of the primary stakeholders involved, and a specific geographic scope for the assignment.

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Problem Statement Development

5W’s

THE

What?
Who?
When?
Where?
Why?

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What?

This is where you consider the issues that you are attempting to address. It’s ok to start with multiple, and then prioritize, questions like:

What are the primary challenges my community faces?

What impacts are the issue(s) causing?
What will be the benefits/outcome of fixing these issues?

What are the consequences of leaving the problem unaddressed?
What kind of data will I need to collect to help understand and address these issues?

Can this problem be meaningfully addressed with data collection and sharing via OSM?

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Who?

Here, you do a preliminary identification of your stakeholders. A stakeholder is anyone who may affect or be affected by the process and/or outcomes of a given project.

For you to think about:

Who does the problem affect?
Who stands to benefit, or enjoy a better quality of life based on the success of your implementations?
Who is in a position to make decisions, and effect change?

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When?

The concept of time could be critical to defining the scope of your research, and the ultimate timing of your field work.

Things like flood seasons and election cycles are important considerations.
Do you need to collect your data by a certain window, to inform an intervention in a timely manner?
could social unrest associated with elections, or major events interrupt fieldwork plans.

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Where?

The issue may affect a larger community, but you may have to restrict the scope of your field work to a more refined study area. Time and resources will determine how much area you can cover, and the level of detail possible for your survey. Consider the following:

Where is the issue occurring?
Can you clearly demarcate this area on a map?
How large is this area?
If the affected area is quite large, is there a smaller area, like a neighborhood, where you could focus your efforts?
Can you be confident that any smaller area that you choose as a potential pilot field study area, is representative of the issues and stakeholders articulated in your problem statement?

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Why?

The question of “Why” a particular issue requires attention may seem entirely obvious to you, but you need to be able to articulate this clearly and defensibly when presenting your argument to potential supporters and stakeholders. You need to identify addressable issues, with clear and useful impacts in order to focus your project�

Why is it important that you fix the problem?
What impact does it have on the stakeholders you have identified?

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Key points to remember when writing your statement

Keep it short & focused
Know your audience
Minimize the technical language

Key points to remember when writing your statement:

The following recommendations refer to the tone of the written statement itself. These tips won’t help you to construct your statement, but will make sure that in it’s written format, it is accessible to the widest possible audience.

Keep it short & focused: The purpose of a problem statement is to lay out the primary issues at hand (one or two key issues at most), the key players, and the potential solution; not provide a complete overview of the project process. The statement should be a short paragraph, consisting of a few sentences at most. Keep your sentences short, and your language simple.

Know your audience: It is important that the style and tone of language that you use is appropriate for your intended audience. Remember to use short, direct sentences, and simple language, as this will serve best for most audiences. You can, if required, redraft a more formal version of your statement for an academic audience.

Minimize the technical language: Try to minimize the use of difficult technical terms. Never use acronyms, unless you are prepared (and have the space) to explain them. You will never know when your statement may be used out of context. It should make sense as a stand-alone statement, without deeper explanation (or an accompanying lexicon). This tip is closely tied to knowing your audience.

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Identifying and engaging your Stakeholders

A stakeholder is someone who may affect or be affected by the process and/or outcomes of a given project. Ask yourself a few questions:

Are there any other groups working on this issue in the area?
Local or international NGOs or civil society groups?
Are there any groups that could potentially benefit from the data you plan to collect?
Perhaps a group working on a separate, but complementary issue?
Are there any groups that might already hold data that could be of use to your planning, or that you could potentially build upon?
Are there any groups with physical resources, like meeting space, or computer lab space that could assist with fieldwork preparation and logistics?

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Please share any additional questions that you believe would be valuable to consider when identifying and engaging with stakeholders.

QUICK POLL

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Typical Stakeholders

In most community mapping projects typical stakeholder groups to consider are:

Local communities
Government
The OSM community
Academic/scientific community
Local NGOs and civil society groups

In most community mapping projects typical stakeholder groups to consider are:

Local communities: the affected community should always be considered a primary stakeholder in any mapping effort. The data needs you anticipate based on preliminary research may not align with local needs. We always strive to map with communities, not for them.
Government: this engagement would start with local government, but could extend to regional or national governments, if the issue in question goes beyond the expertise or purview of local authorities
The OSM community: this includes any active OSM Chapter in the area, and active remote mappers who have engaged regularly with the area in which you plan to work.
Academic/scientific community: enlisting the cooperation and support of research and technical experts, especially those who have worked in this area (both geographically and thematically) can help refine your data model, and inform your data collection process.
Local NGOs and civil society groups: aligning with other groups working in the same area can help with context, and introductions to the local community. Co-operation on the data collection exercise itself could allow for a broader scope both geographically and thematically.

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Stakeholder Mapping

Monitor

minimal effort/communication

Keep Informed

Moderate communication

Keep Satisfied

Moderate communication

Engage Closely Communicate regularly

Stakeholder INFLUENCE

the degree to which the stakeholders participation will lend legitimacy to

the project, and affect it’s ultimate success

Stakeholder INTEREST

The degree to which the stakeholders are invested in the success of the project, and affected by the outcomes

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Stakeholder Mapping

Stakeholder Interest speaks to the degree to which the stakeholders are invested in the success of the project, and affected by the outcomes

Stakeholder Influence speaks to the degree to which the stakeholders participation will lend legitimacy to the project, and affect its ultimate success.

Stakeholder Interest speaks to the degree to which the stakeholders are invested in the success of the project, and affected by the outcomes. Typically, communities have a high level of interest, and the most gain from a successful outcome, but we should not overlook groups such as civil society organizations or NGOs that stand to benefit from a collaborative data collection effort. Governments may also have a high degree of interest here. Comprehensive datasets can help inform decisions, and direct participation can help build institutional capacity.

Stakeholder Influence speaks to the degree to which the stakeholders participation will lend legitimacy to the project, and affect its ultimate success. When we look at mapping projects specifically, communities will once again be at the top of this list, especially if they have an active participatory role in the data collection process. Direct community involvement leads to co-ownership of the process, and an extra layer of trust in the data itself. Influence is often construed as “power” in this context. Therefore, you need to consider any groups or individuals that may obstruct or interfere with your proposed work, if not properly involved and informed. On the flip side, taking time to build relationships with stakeholders in a position of authority, can help with trust, the securing of permissions, and the overall success and security of the project.

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Instructions: Read through the following scenario and list of stakeholders. Then, based on the scenario, plot each stakeholder onto the stakeholder interest and influence chart.

Scenario: Members of the local community are being affected by perennial flooding.
Stakeholders: Local community, government, university, local media, OSM community

STAKEHOLDER MAPPING ACTIVITY

This activity will require learners to plot the various stakeholders on the interest and influence chart in an effort to practice prioritizing stakeholders.

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Stakeholder Mapping

Monitor

minimal effort/communication

Keep Informed

Moderate communication

Keep Satisfied

Moderate communication

Engage Closely Communicate regularly

Stakeholder INFLUENCE

the degree to which the stakeholders participation will lend legitimacy to

the project, and affect it’s ultimate success

Stakeholder INTEREST

The degree to which the stakeholders are invested in the success of the project, and affected by the outcomes

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Stakeholder Mapping

Monitor

minimal effort/communication

Keep Informed

Moderate communication

Keep Satisfied

Moderate communication

Engage Closely Communicate regularly

Stakeholder INFLUENCE

the degree to which the stakeholders participation will lend legitimacy to

the project, and affect it’s ultimate success

Stakeholder INTEREST

The degree to which the stakeholders are invested in the success of the project, and affected by the outcomes

GOVERNMENT

LOCAL COMMUNITY

LOCAL BUSINESS BUREAU

UNIVERSITY

OSM COMMUNITY

NGO’s

LOCAL MEDIA

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Incorporating Gender in your Research

Understanding how men and women are affected differently by your problem (statement) is critical to effective research (and project design)

The relationships between men and women are powerful forces in every culture.�
Differences in roles and responsibilities and access to resources and decision-making power, mean that women and girls, and men and boys face different types of challenges and vulnerabilities

Content Developed by: Mira Gupta (World Bank)

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Climate Risk Factors

1 Physical Risks

Physical risks are the direct consequences of climate change, including extreme weather events and gradual environmental changes.

2 Economic Risks

Climate change poses significant threats to global and local economies.

3 Environmental Risks

These risks encompass the impact on natural ecosystems and biodiversity.�

4 Social Risks

Climate change impacts can exacerbate social inequalities and affect human health and wellbeing.

Climate risk factors refer to elements that contribute to the vulnerability of regions, communities, and systems to the impacts of climate change. These risks can manifest in various ways and affect different aspects of life and the environment. Here are the primary climate risk factors:

1. Physical Risks

Physical risks are the direct consequences of climate change, including extreme weather events and gradual environmental changes.

Extreme Weather Events: Increased frequency and severity of hurricanes, typhoons, heatwaves, droughts, floods, and wildfires (Carbon Brief) .
Sea Level Rise: Coastal erosion, increased flooding, and salinization of freshwater resources due to the melting of polar ice caps and thermal expansion of seawater (Carbon Brief).
Temperature Changes: Higher average temperatures leading to heat stress on human health, agriculture, and ecosystems (Carbon Brief).
Changes in Precipitation Patterns: Altered rainfall patterns leading to water scarcity in some regions and flooding in others .

2. Economic Risks

Climate change poses significant threats to global and local economies.

Damage to Infrastructure: Increased costs for repairing and replacing infrastructure damaged by extreme weather events (Carbon Brief).
Agricultural Productivity: Changes in temperature and precipitation can affect crop yields, food security, and livelihoods dependent on agriculture .
Insurance Costs: Higher premiums and increased claims related to climate-related damages .
Business Disruptions: Interruptions in supply chains and operations due to climate impacts on infrastructure and transportation networks (Carbon Brief).

3. Environmental Risks

These risks encompass the impact on natural ecosystems and biodiversity.

Biodiversity Loss: Habitat destruction, changes in migration patterns, and extinction of species due to altered climates .
Ocean Acidification: Increased CO2 levels leading to more acidic oceans, affecting marine life and ecosystems (Carbon Brief).
Degradation of Ecosystems: Damage to forests, wetlands, and other critical ecosystems that provide essential services like carbon sequestration and water purification .

4. Social Risks

Climate change impacts can exacerbate social inequalities and affect human health and wellbeing.

Health Risks: Increased incidence of heat-related illnesses, respiratory problems from poor air quality, and the spread of vector-borne diseases like malaria and dengue (Carbon Brief) .
Displacement and Migration: Communities may be forced to relocate due to sea level rise, extreme weather events, and resource scarcity, leading to climate refugees .
Food and Water Security: Threats to the availability and quality of food and water resources, impacting nutrition and health .
Conflict and Security: Increased competition for scarce resources can lead to social unrest and conflicts (Carbon Brief).

5. Regulatory and Legal Risks

Governments and regulatory bodies are increasingly implementing policies to address climate change, which can pose risks for non-compliant entities.

Regulatory Changes: New laws and regulations aimed at reducing greenhouse gas emissions and promoting sustainability can affect business operations and costs .
Litigation Risks: Companies may face lawsuits for contributing to climate change or failing to disclose climate-related risks to investors (Carbon Brief).

Mitigation and Adaptation Strategies

To manage these climate risks, a combination of mitigation and adaptation strategies is essential:

Mitigation: Efforts to reduce or prevent the emission of greenhouse gases, such as transitioning to renewable energy, enhancing energy efficiency, and implementing carbon capture technologies .
Adaptation: Measures to adjust and prepare for the impacts of climate change, such as building resilient infrastructure, developing early warning systems, and promoting sustainable land use practices (Carbon Brief).

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Gender in Disasters

Gender-based behaviors and stereotypes about what men and women can or cannot do, or should or should not do, can further contribute to gender differences, sometimes with devastating consequences.

Female deaths outnumber male deaths during natural disasters, often because of cultural restrictions on women’s mobility, norms that determine their responsibilities, and unequal access to resources, services and information.

Content Developed by: Mira Gupta (World Bank)

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Gender in Disasters: Affecting Death Toll

Analysis has suggested several common themes that explain the higher death toll among women and girls:

Cultural constraints on female mobility which hinder self-rescue; for example, women may not leave the home without male permission.�
Women may be reluctant to seek shelter because shared communal facilities do not have separate, private spaces for women (especially in cases where their clothing may have been damaged).�
Lack of skills such as swimming or tree climbing, which may be traditionally taught to males.

Content Developed by: Mira Gupta (World Bank)

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Gender in DRM: Addressing cultural sensitivities

Cyclone Gorky: Bangladesh, 1991

Female deaths outnumbered male deaths by 14:1 due to cyclone-induced flooding. �

Cyclone Sidr: Bangladesh, 2007

Mortality rates decreased to 5:1�

One of the reasons for the change is that following Cyclone Gorky efforts were made to address the cultural reasons why women were reluctant to use cyclone shelters. More women survived in 2007 as a result of using the shelters

Content Developed by: Mira Gupta (World Bank)

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Gender in DRM: Male Vulnerability

Just as gender roles may make women more vulnerable to disasters that reach their homes, men also take on roles that could increase their vulnerability in disasters:

Social or cultural expectations around work and income generation could place men in certain locations that increase their vulnerability:

In rivers/lakes/oceans as fisherman,
In agricultural fields,
In mines, or
Traveling along roads that may be dangerous

Content Developed by: Mira Gupta (World Bank)

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Gender in Project Design: Analysis

Gender Analysis is the initial step that takes place early in the project development process.

A Gender Analysis is a critical examination of the differences in gender roles, activities, needs, opportunities and rights or entitlements and how they affect men, women, girls and boys in certain situations or contexts.
It examines the relationships between females and males, including their access to and control of resources, and the constraints they face relative to each other.
Gender Analysis provides a framework to better understand the relationships between males and females, which can inform shifts in the design of your project to maximize inclusivity.
A high-quality Gender Analysis can enhance the benefit of your project by helping you determine how to achieve the greatest impact through your work.

Content Developed by: Mira Gupta (World Bank)

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Gender Analysis in Context

Example: Gender Analysis in Context

In the Country Y a local NGO wanted to hold a disaster risk preparedness training in the local villages. They conducted a Gender Analysis to better understand the community dynamics.

In asking questions about roles, responsibilities, and access to resources, they found that:

Men and women had very different daily schedules.
Men were away from the village all day at their jobs.
Women were unavailable in the early morning due to agricultural duties and in the evenings due to domestic duties.

Based on the findings from their Gender Analysis, the organization worked with community leaders to integrate their training into a larger community-wide event that would be held on a weekend. This timing made it easier for men to attend, and combining it with a community event made it easier for women to attend with small children.

Content Developed by: Mira Gupta (World Bank)

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Gender in Project Design: Actions

Gender Actions refer to the activities and approach to project implementation that are informed by the findings of a Gender Analysis. There are three types of gender actions that can be taken:

Mitigating Actions: Actions that reduce the risk of unanticipated consequences that the project could create (e.g., addressing the potential increase in gender-based violence that could result from a project that raises women’s incomes).
Ensuring Equal Opportunities: Actions that ensure equal access to opportunities and resources that the project creates (e.g., employment and participation in decision-making structures).
Closing Gaps: Transformative actions to address and close gaps between males and females (e.g., gaps in financial inclusion, agricultural productivity, gaps in participation and delivery of services).

Content Developed by: Mira Gupta (World Bank)

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Inclusive Action

Marcela Zeballos

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Overview

What will we cover in this session?

How to stimulate chapter engagement holistically
Look at how we can do better to create and cultivate an inclusive environment within YouthMappers chapters by:

Identifying and Understanding the Challenges that our female and gender minority chapter members face on campus, in our communities, and beyond
Generating, testing and implementing Ideas for Change

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How can we do better moving forward?

Identify and Understand Challenges
Generate Ideas for Change
Test your Ideas and Learn
Implement and monitor your best ideas

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Phase 1: Identify and understand challenges

In your Chapter

Understand others perspectives, challenges, barriers to participation
Create a safe space to share candid feedback
Extend the network of understanding

In the Community

Understand the challenges in the broader community

In your Chapter

The most important first step your chapter can take to be more inclusive of women and other gender minorities is to understand the current situation and any barriers that currently exist. Women are underrepresetnted in Geography, Geosicences, Geoinformatics and related academic disciplines.

Create space and time for chapter members to speak about any individual barriers they face to participating in your chapter’s activities. You may want or need to create space for women and other gender minorities in your chapter to meet in a space where they feel comfortable speaking openly about all of the challenged they face. This may mean without men present if they don’t feel comfortable speaking openly with them – accept this. If that is the case, be sure that one of the participants in the discussion takes notes and summarizes the challenges that women and other gender minorities in your chapter face while keeping specific quotes and thoughts anonymous. If you want to enable complete anonymity, consider creating a survey that chapter members can complete without sharing their identities.

There are many ways you can collect information and feedback from your fellow chapter members, but it’s critical you protect people's’ privacy and respect what they say, even if you have had a different experience. Otherwise, it’s unlikely that you will receive candid feedback.

Also, don’t limit your requests for feedback to only current chapter members. Remember, you want to increase your understanding of barriers to participating in your chapter, so seek out other students at your university who may have expressed interest in joining your chapter but ultimately didn’t become involved or stick around. Having alumni feedback is also importance for getting long range perspective on activities or a focus undertaken by the chapter that has helped alumni the most, post grad.

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For more information and resources about creating safe spaces for women and girls, check out YouthLead’s starter kit, “Women and Girls Safe Spaces: A Toolkit for Advancing Women’s and Girl’s Empowerment in Humanitarian Settings.”

For more information on planning and facilitating inclusive group discussions on challenging topics, check out these resources:

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Within your Community

During this phase, you can also seek to identify and understand broader challenges that women and girls in your community face. Is it particularly challenging for women to access jobs and economic opportunities? What are the conditions or existing limitations that may impact women’s abilities to access jobs/economic opportunities? Do women and girls avoid certain spaces and forms of transportation? If so, why? Do these connect back to access to jobs and opportunities? What other conditions contribute to the way in which women live separate lives? Do women and girls avoid certain spaces and forms of transportation

[originial text: Are women and girls primarily responsible for tasks like gathering water, tending to agricultural plots, cooking, and/or keeping the household running? Do women and girls avoid certain spaces and forms of transportation because they feel unsafe? Are women able to access women’s health services that are affordable and within a reasonable distance of their homes? We could ask so many more questions like this, but the point is that women and girls often face more challenges to accessing opportunities and resources than men and boys do. Some of these challenges can be illuminated - and partially solved - by collecting and analyzing open geographic data.]

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Phase 2: Generate ideas for change

Use what you learned to develop ideas for potential solutions to:

Reduce/remove barriers to women’s and other gender minorities’ full participation in your chapter
Create and use OpenStreetMap data and other open mapping tools to help your community understand challenges faced by women and girls through a geographic lens, and to advocate for solutions

Some potential ideas/solutions to begin with:

Encourage women and minorities to take up leadership roles.
Provide mentorship and leadership training to women in the chapters
Ensure the days, times, and locations of your meetings and activities are accessible/safe for everyone.
Establish a chapter code of conduct, terms of participation, or another framework (+ examine how you recruit, + have you established a safe space, and equal opportunities)
Consider the topics your chapter focuses on when designing mapping activities, mapathons, research projects,

Phase 2: Generate ideas for change. Once you’ve listened, discussed, and listened some more, it’s time to use what you learned in Phase 1 to develop ideas for potential solutions. Remember, you may want to focus on generating ideas to:

Reduce or remove barriers to women’s and other gender minorities’ full participation in and leadership of your chapter, and/or
Create and use OpenStreetMap data and other open mapping tools to help your community understand challenges faced by women and girls through a geographic lens. Oftentimes it is challenging for those who do not experience these challenges to fully understand the impact and reach of these challenges and the limits they place on women – visualization is a helpful tool to advocate for solutions.

The specific ideas your chapter generates should be the direct result of your learnings from Phase 1; therefore, these ideas and potential solutions will look different among YouthMappers chapters. However, here are some recommendations for increasing women’s participation in and leadership of your chapter that you might want to consider:

Ensure the days, times, and locations of your YouthMappers chapter meetings and activities are accessible to everyone. Ask yourselves:

If you meet in the evenings, do participants feel safe traveling to and from the meeting location?
Is there sufficient lighting and access to transportation or safe walking routes?
Are there adequate, private sanitation facilities for people of all genders?

Establish a chapter code of conduct, terms of participation, or another framework to help ensure that all of your chapter’s members feel safe and respected in sharing their ideas and perspectives and participating in chapter activities. If codes of conduct are created for events that bring together people, they should also be used regulary to inform membership communication and organization.Ask yourselves:

Do a few chapter members tend to dominate meetings and activities?
Are the same chapter members given leadership roles over and over again?
Are women explicitly encouraged to take on chapter or activity leadership roles?
Are leadership roles designed for a specific person or can they be modified for anyone to take on the leadership position?
What shared expectations and tactics can your chapter create and put into place to ensure women and other gender minorities feel comfortable speaking up and are given opportunities to take on leadership roles?

Examine your recruitment strategies. Ask yourselves:

Do you only recruit new members from certain academic departments within your university?
Could you expand your recruitment efforts to other departments or the entire university, which could help increase women’s participation in your chapter?

Consider the topics your chapter focuses on when designing mapping activities, mapathons, research projects, and/or field work projects. Ask yourselves:

What topics or issues do we tend to map for?
For whom do we map? Do our mapping activities benefit a particular group of people? Do women, girls, and other gender minorities benefit from our mapping activities? If not, what challenges do women and girls in our community face, and how can we learn about and address these challenges through mapping?

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Phase 3: Test your ideas and learn

Once your chapter chooses an idea to implement, it’s important to define your goals

Ask yourselves:

What will successful implementation of this idea look like?
What impact will it have on our chapter and/or our community?
How will we measure our success or impact?

Once your chapter chooses an idea to implement, it’s important to define your goals. Ask yourselves:

What will successful implementation of this idea look like? Define success reasonably, in your own terms because you know what kinds of outcomes are possible with the size of your chapter, support of your institution, and other specific conditions you and your chapter members deal with
What impact will this idea have on your chapter and/or your community?
How will you measure our success or impact?

Now it’s time to implement your idea! Most new ideas aren’t 100% successful the first time they are tried - and that is okay. Approach this process with flexibility and the understanding that the idea might not lead to the results you want, or it might require more resources than are available to you. The most important thing you can do is to seek feedback, learn, and adapt. This might include changing your idea or plan entirely, or you may learn that you just need to make a few adjustments to your original idea.

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Phase 4: Implement and monitor your best ideas

It’s not enough to make a change once and think it will automatically continue without active monitoring
You’ll need to actively work to ensure women and gender nonconforming members of your chapter are actually given meaningful opportunities to participate in, or lead the chapter
Be willing to adjust or try a new idea if you don’t achieve the impact you want.

Now that you have piloted your ideas and gathered feedback and data about their success, your chapter should fully implement any ideas which were successful in the “test” phase. It’s not enough to make a change once and think it will automatically continue without active monitoring. For example, your chapter might choose to introduce a modified chapter code of conduct that emphasizes allowing more leadership opportunities for women and gender nonconforming people. It probably won’t succeed if you simply announce the change once. You’ll need to actively work to ensure women and gender nonconforming members of your chapter are actually given meaningful opportunities to lead the chapter as well as be willing to adjust or try a new idea if you don’t achieve the impact you want.

It can be difficult and time consuming to change well-established habits and behaviors both within individuals and within your institutions. (Have you ever started exercising again after taking a few months off? You probably had to work harder at the beginning to re-establish exercise as a habit in your routine). Just as we assess and adjust our individual habits to keep ourselves healthy and flourishng, we need to do the same with our groups and organizations. This requires more planning and work on the front-end, but it’s well worth it to have a YouthMappers chapter that meets its goals, has an impact on its community and members, and empowers all members to participate and lead.

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Keeping People Motivated

Earn or Borrow Credibility: Study up, or invite a professional within the field to a meeting, or to join virtually.
Recall Inspiration: Think about the last time you were TRULY inspired by someone. How did they get you excited? Think about what they did and try to emulate that behavior.
Notice and Bring Out Strengths: Everyone has something to contribute! Make sure to recognize individuals for their skills and effort.
Incentivise: Opportunities, treats
Build Skills Incrementally: Take time to build the skills of all your participants.
Keep it fresh: Make sure to change things up, new locations, new types or OSM tasks, bring professionals, help people network for jobs, use your mapathons to link participants to other services

Being a great team leader takes some practice and self-evaluation. Motivation is not a perfect science, but there are some time-tested ways with good rates of success.

Earn or Borrow Credibility - It is critical that you fully understand the project you are trying to assist with. If you are assisting with a malaria project, read up on the risks of malaria. Know the basics, how many people are affected, how will this OSM task help. Another great way to do this is to borrow someone else's credibility. Invite a professional within the field in person to a meeting, or to join virtually.
Recall Inspiration - Think about the last time you were TRULY inspired by someone. How did they get you excited? Think about what they did and try to emulate that behavior.
Notice and Bring Out Strengths - Everyone has something to contribute! Make sure to recognize individuals for their skills and effort. This is especially true when helping correct someone's error - make sure to find something positive to say - make the interaction a moment of learning, not one of criticism.
Incentivise - Although most people will be happy and excited to participate, it never hurts to have a backup plan. Bringing food for participants or small prizes can help you keep people engaged and excited. Never forget to find sponsors, local restaurants, NGOs, or businesses that might be happy to help support your group.
Build Skills Incrementally - Learning how to trace and do image interpretation can be difficult. Take time to build the skills of all your participants. The quality of what is produced is much more important than the quantity. For newcomers take the time to walk them through the basics, for regulars, keep them engaged by helping them learn how to do advanced editing in JOSM.
Keep it fresh - Make sure to change things up, new locations, new types or OSM tasks, bring professionals, help people network for jobs, use your mapathons to link participants to other services (invite business leaders, local politicians, NGOs, your school’s career services staff).

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Additional Reading

For more information and resources about creating safe spaces for women and girls, check out YouthLead’s starter kit, “Women and Girls Safe Spaces: A Toolkit for Advancing Women’s and Girl’s Empowerment in Humanitarian Settings.”
For more information on planning and facilitating inclusive group discussions on challenging topics, check out these resources:

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Thank you

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Discussion

How does what you learned relate to Climate Action? Heat Resilience?

How does extreme heat affect women differently?

How does extreme heat affect economically marginalized differently?

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Additional Group Activities

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Group Activity 1

Group Activity #1: Identifying Challenges

Divide the page into three sections. Next, using your Post-It notes, respond to each of the following prompts. You have 10 minutes.�

How are men and women affected differently by a challenge you are addressing in your project
How might these findings influence the features that you include on your maps?
You will need to consult with at least two groups to gather insights on how men and women are affected by this issue. Which stakeholder groups might you consult with in your project city?

Be prepared to present your ideas to the other groups.

Content Developed by: Mira Gupta (World Bank)

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EXAMPLES

Dar es Salam: Seasonal Flooding
Monrovia: Seasonal Flooding and solid waste management (public health)
Port au Prince Haiti: Earthquakes
Roxas City, Philippines: Cyclones
Antigua, Guatemala: Volcanic Activity
Kathmandu, Nepal: Earthquakes

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Group Activity 2

Group Activity #2: Barriers to Inclusion

Divide the page into three sections. Next, using your Post-It notes, respond to each of the following prompts. You have 10 minutes.

How will men and women be affected differently by your project? Consider difference both in terms of project participation and as beneficiaries of your tool/product.
What are some barriers to entry that might make it challenging for women to participate equally in your project?
How might your team address these barriers to encourage women’s participation?

Be prepared to present your ideas to the other groups.

Content Developed by: Mira Gupta (World Bank)