Understanding Adolescents Experiences with Gender-Based Norms in India through a Participatory Storytelling Game

Figures & data

Table 1. Storytelling game setup and rules

Supplies: Pens and pencils Index cards with Theme, Setting, and Characters written in Hindi on one side with blank space on the other side for participants to fill in (Figure 1) Action tracking sheets (Figure 2)

Setting Up the Scenario: Each player in the game writes 3–5 potential themes on a Theme card. Players are instructed to choose themes that represent moments when a young person might encounter an issue related to gender in Lucknow. Facilitator provides examples including entering and leaving school, and working in and outside of the home. Theme cards are placed in a container and one player selects a card at random to be the theme for that round of the game. Extra cards should be saved as potential themes for subsequent rounds. The player sitting clockwise from the player who chose the theme is instructed by the facilitator to choose a location and time for the theme scenario and write that on a Setting card. A location can be any place where young people spend time, like family home, school, or work, but has to connect with the selected theme. Other players can ask clarifying questions to add more details, such as who is present at the location, who is usually there, and if the building is new or old. These details should also be recorded on the Setting card. Each player then creates their own character on a Character card. Characters need to have distinct physical and character attributes. Players assign a role or motive to the character on their own or in consultation with other players.

Gameplay: When gameplay begins, players take turns choosing characters and carrying out actions to build the story. During a turn, a player: Chooses one character on the board Describes one action taken by the character (action should be relevant to the theme and character motive; if the action contradicts character motive, the player must explain why) For the next player, if there are fewer than five characters in the location, they can create another character. Otherwise, gameplay proceeds as described wherein a player chooses character and then describes action. Facilitators track all character actions on an action tracking sheet to retain a record of the narrative created by players.

Finishing the Game: Facilitators end the game after 15–20 minutes. Players are then instructed to take turns coming up with a potential ending to the story. Potential endings are noted on action tracking sheet. The game is followed by a structured discussion pertaining to the themes that emerged during gameplay.

Table 2. Storytelling game discussion questions

If the group completed multiple rounds of storytelling, the facilitator can use his or her discretion to discuss the most interesting themes, settings, characters, actions, and stories. (1) What was the inspiration for the themes you wrote at the beginning of the game? Do you have a personal connection to any of those themes? Are there other themes that would make for good stories? (2) If you created a setting (location and time), what was your inspiration? Did you at all draw from your own real-life experiences, for example, from a place that is significant to you or to someone you know? If your setting was inspired by a place from your own life, how was your setting similar to or different from the real place? For those who did not create that particular setting: Was that setting realistic? In real life, what sorts of things happen in that setting? Did you happen to have a personal connection to this setting? (3) If you created a character, what was your inspiration? Did you at all draw from your own real-life experiences, for example, from people you know or have heard about? If your character was inspired by someone from your own life, how was your character similar to or different from the person you really know? For those who did not create that particular character: Was that character realistic? In real life, how do you think that kind of a character would act? Do you know someone like that character? (4) If you performed an action, what was your inspiration? Did you at all draw from your own real-life experiences, or did you make it all up? (5) Would you say that your overall story was realistic, or not? If yes, what made it realistic? If no, how could it be more true to real life? Do you think a lot of adolescents could relate to your story?

Figure 1. Character and Setting Card

Figure 2. Action tracking sheet

Table 3. Demographic characteristics of Kissa Kahani storytelling game participants, April-July 2016, by gender

Storytelling Game Participants (n = 40)
Age	Girls (n = 30, 75%)	Boys (n = 10, 25%)
15 years	28 (93.3%)	5 (50%)
16 years	1 (3.33%)	5 (50%)
17 years	1 (3.33%)	0 (0.0%)
Religion	Girls	Boys
Hindu	25 (86.2%)	10 (72.4%)
Muslim	4(13.8%)	4 (28.6%)
Christian	0 (0.0%)	0 (0.0%)
Marital status	Girls	Boys
Unmarried	27 (90%)	10 (100%)
Engaged	2 (6.7%)	0 (0.0%)
Married	0 (0.0%)	0 (0.0%)
Not sure	1 (3.3%)	0 (0.0%)
Caste/Tribe	Girls	Boys
Scheduled Caste	11 (36.7%)	5 (50%)
Scheduled Tribe	0 (0.0%)	0 (0.0%)
Other backward class	7 (23.3%)	0 (0.0%)
General	7 (23.3%)	0 (0.0%)
Not sure	5 (16.7%)	5 (50%)
Highest education completed	Girls	Boys
At least some lower primary (up to grade 4)	0 (0.0%)	2 (20%)
At least some upper primary (grade 5 to 8)	0 (0.0%)	8 (80%)
Some high school	30 (100%)	0 (0.0%)

Table 4. Emergent themes from all storytelling game sessions

Session #	Player Gender	Game setting	Game characters	All emergent themes from game and post-game discussion	Summary of gender related themes
1	Girls	Classroom, talking to friends, 2:10 PM	Five girls, ages 14–15, and one teacher, age 40	Expectations of adolescents from potential romantic relationships, i.e., proper behaviour in romantic relationships Different reasons for which adolescents form relationships including financial hardship Harassment of girls on social media by boyfriends	Characteristics of ‘good’ and ‘bad’ relationships Consequences for adolescents from being in relationships Online harassment
2	Boys	A small classroom with boys and girls in class during lunchtime	Two female teachers, ages 20 and 30. Three boys sitting in class, ages 12, 13, and 14	Harassment of girls in school by boys	Incidents of harassment in school Potential ways of intervening in situations of harassment
3	Girls	Five friends are together and are making fun of a friend	Five girlfriends, ages 14–15, and one teacher	Bullying and fights in school	None (dropped from analysis)
4	Boys	A market at 4:30 pm	Four men, ages 21, 27, 30, and 40. One woman, age22	Verbal and physical harassment of girls in public places Lack of gender equality in mobility and employment Role of a bystander in diffusing situations of harassment Role of husband and wife in managing domestic chores The occurrence of dating and extra-marital relationships	Physical harassment of girls by boys Girls’ hesitation in addressing harassment Unequal rights for employment and mobility; higher burden of responsibilities after marriage Individual and community beliefs about dating and extra-marital relationships
5	Girls	Girls in a classroom at lunch time discussing plans to go to a park after school	One female teacher, age 25 Four girls, ages 15–16 One boy, age 17	Limited freedom of movement of young women due to harassment Social interactions between boys and girls Role of parents and teachers in sanctioning romantic relationships Negative impact of dating on education	Lack of mobility and the need for girls to get permission from parents to go out of the house Romantic interactions between young men and women Social perceptions of adolescents in relationships Socially acceptable behaviours of adolescents
7	Girls	School classroom during lunch break	One female teacher, age 30 Four girls, ages 15–16 One boy, age 18	Bullying and conflict resolution at school Ability of adolescents to overcome problems in life Qualities of good teachers and good students	None (dropped from analysis)
9	Girls	School, classmates talking during maths class at 2 pm	Four girl students, ages 16–18 Two male students, ages 17–18	Importance of education in the lives of adolescents Lack of cleanliness in school classrooms and bathrooms Relationships: how they are formed, consequence of break-ups for girls, characteristics of ideal girlfriend and boyfriend, levels of physical intimacy in relationships, the importance of family norms in making decisions about forming relationships Responsibility of boys towards their parents	Relationships: how they are formed, implication of break-ups, ideal girlfriend and boyfriend, physical intimacy in relationships, influence of family norms on adolescent relationships Responsibility of boys towards their parents
11	Girls	School classroom during a break	Five girls, ages 14–19	Girls missing school to meet boys Girls’ ability to participate in sports after reaching puberty Appropriate age/level that girls should study until Discrimination of girls by families Conditions of school buildings Girls talking about boy friends in school Girls missing school to meet with boys Consequences for girls from being involved with boys	Girls’ ability to participate in sports after reaching puberty Appropriate age/level that girls should study until Discrimination of girls by families Girls missing school and becoming involved with boys Consequences for girls from being involved with boys