Page 41 - Social Norms Survey
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consuming and the visual did not seem to stimulate extra interest or sharing.
Instead, the questions were asked directly. (See Items 10–16 in the final
Thematic Outlines for Grade 7 female and male high school students,
annexes 4 and 5; compared to Item 12 in Pre-Test Thematic Outlines for
Grade 7 female and male high school students, annex 2).
b. The question on school clubs: Unlike the question on clubs and organisations
in the community, this did not provide any significant information. For this
reason, and given the length of the questionnaire, it was not included.
c. The question on home chores: The information given supported the
feedback already received from the study in 13 volatile communities on
Women and Children’s Safety and Security: namely, that it is now accepted
that both genders must be involved in chores, although in many homes
these are more likely to be given to females. There were other questions that
more fully addressed the subordinate position of females. Again, given the l
ength of the questionnaire, a decision was taken to omit it.
2. The addition of a question on future careers.
Since three of these changes involved omitting questions and only one was a new question,
it was decided that the pre-test material would be used as part of the primary data.
The information in table 2 outlines the reasons behind the choice of a study on pro-violent
social norms for a social marketing campaign.
Since three of these changes involved omitting questions and only one was a new question,
it was decided that the pre-test material would be used as part of the primary data.
The information in table 2 outlines the reasons behind the choice of a study on pro-violent
social norms for a social marketing campaign.
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