This project arose out of a need to fulfill a lack of knowledges and practices regarding gender issues in European Military Institutions. Recent research conducted in several European countries (e.g. UK, Germany, Norway) has found consistent effects of hegemonic masculinity in military organisations, which is manifested more clearly in the asymmetrical percentages of male (high%) to female (low%) personnel. In that regard, and responding to a lack of practical improvements in this area, it is important, and innovative, to investigate to what extent young cadets adapt (or not) to a military culture and to its hegemonic masculine environment. Another concern is the level of peer acceptance when women take over leadership positions, which we believe is demonstrative of the institution’s views on gender roles. Through data analysis, acquired from questionnaires and interviews, and also applying existing gender theories on the matter, we would develop a Military Gender Studies (MGS) module. This module would aim to improve the Military Institutions’ practices and commitment to an equalitarian perspective on gender roles in their educational systems, bringing them closer to current European gender debates. Therefore reinforcing the interaction between research, policy and practice in the partner institutions. The fact that the partners are from different socio-political realities (Portugal, Italy, Bulgaria, Romania) contributes to a greater scope in approach. The synergies from our collaboration would ultimately provide a more diverse and dynamic perspective on gender issues in European Military Institutions. The project’s main priority is to develop the aforementioned Military Gender Studies model, devised specifically to be taught in European Army Institutions. The project aims to create a MGS Army Handbook to be taught, initially, at the partner institutions. To achieve this, the project would train two target groups: 32 students, 8 from each partner’s Military Academies, in MGS workshops (C1 + C2), and 16 professionals, 4 from each partner institution, who will later teach (with our Handbook) on the topic of gender in the military (C3 + C4). This training system would ensure the promotion of the necessary social, civic, intercultural and interdisciplinary competences, improving institutional perspectives of equalitarian gender roles. This would establish the groundwork that would allow for a smooth integration of Military Gender Studies into the curricular offer of the partner military academies. Regarding methodology and activities, we intend to begin the process of research by conducting questionnaires and interviewing military personnel from different ranks (O1 + O2). Performed by all partner institutions, this would allow for a greater comprehension of the issues at hand, from a European standpoint. After that, we would move on to the creation of the Military Gender Studies - Army Handbook. Once completed, we would set up workshops with recruits from the partner institutions, and later training sessions with interested participants from the partner institutions. At the time of the project’s conclusion, all the partner institutions should have integrated Military Gender Studies into their curricular offer, contributing to a higher quality of education. We anticipate that, through teaching MGS, the institutions would see an increase in enlisted women, while being committed to the implementation of innovative practices regarding gender roles. As the armed forces are integrated in systemic power structures in societies, we believe that the improvement of sensibilities and practices regarding gender roles would prove to impact civilian society as well. We intend to disseminate results not only in military contexts, but also in civilian academic circles. We expect to participate in two European Gender Studies conferences/congresses, allowing us to disseminate our results. This would assure the openness of the project to possible interactions with civilian institutions. Furthermore, at the end of the project we would organize a Multiplier Event (E1) with the participation of military and civilian institutions. This event, while disseminating results, would hopefully draw other institutions to engage with our MGS module. Regarding the potential longer term benefits, we perceive the continuation of our work through lectures/seminars/workshops, as we would work towards the incorporation of the MGS module in other European Military Institutions. Another possible long-term goal is the adaptation of the MGS module to a general approach/initiation to military gender studies to be taught in earlier stages of education (e.g. ages 5 to 18). With this project we hope to actively contribute to a more modern, dynamic, committed and professional environment inside Military Institutions, making a difference in the lives of military women and men, in the institutions themselves, and in European societies.
By implementing the MGS Project we hoped to increase the knowledge, and improve the practices, regarding gender perspectives in European Military Institutions. We believe to have achieved this, as the different socio-political realities of the partner institutions have contributed to a more diverse, and dynamic approach to our research on gender issues in European Military Institutions. The MGS Project was set out to develop a Military Gender Studies (MGS) module, which is currently being incorporated in the curricular offer of the four partner institutions; create a Military Gender Studies module, with the help of the Military Gender Studies - Army Handbook. With this handbook, a set of common contents will be taught, initially, in each partner institution, as a part of their curricular program. The MGS module is expected to continue to guide Military Institutions in terms of practices and commitment to an egalitarian perspective on gender roles in their educational systems. The MGS module is thus intended to reinforce the interaction between research, policy, and practice in the partner institutions. The Military Gender Studies (MGS) Army Handbook, will be incorporated in future MGS curricular activities. This Handbook was developed not only from existing gender theories, but also from data analysis collected from questionnaires/interviews conducted with cadets from the four partner institutions. These questionnaires/interviews allowed us to acknowledge current issues as identified by the cadets of military institutions in four distinct institutions. This representative sample offered a unique perspective on gender perspectives in European Military Institutions overall. Upon the completion of the MGS Army Handbook, the MGS Project trained two target groups: 16 students (4 from each Partner Institution) in MGS workshops, and 8 professionals (2 from each partner institution) who will offer training on gender in the military. With this training system, we expected to promote social, civic, intercultural, and interdisciplinary competencies regarding gender equality in the military. Furthermore, the training system also established a groundwork that is allowing a smooth integration of the Military Gender Studies module into the partner military academies' curricular offer.
This project arose out of a need to fulfill a lack of knowledge and practices regarding gender issues in European Military Institutions. Recent research conducted in several European countries (e.g. UK, Germany, Norway) has found consistent effects of hegemonic masculinity in military organisations, which are manifested more clearly in the asymmetrical percentages of male (high%) to female (low%) personnel. In that regard, and responding to a lack of practical improvements in this area, it is important, and innovative, to investigate to what extent young cadets adapt (or do not) to a military culture and to its hegemonic masculine environment. Another concern is the level of peer acceptance when women take over leadership positions, which we believe is demonstrative of the institution’s views on gender roles. Through data analysis, acquired from questionnaires and interviews, and also applying existing gender theories on the matter, we developed a Military Gender Studies (MGS) module. This module aims to improve the Military Institutions’ practices and commitment to an egalitarian perspective on gender roles in their educational systems, bringing them closer to current European gender debates. Therefore reinforcing the interaction between research, policy and practice in the partner institutions. The fact that the partners are from different socio-political realities (Portugal, Italy, Bulgaria, Romania) has contributed to a greater scope in approach. The synergies from our collaboration have ultimately provided a more diverse and dynamic perspective on gender issues in European Military Institutions.