Real girls, real lives, connected - Full report A global study of girls' access and usage of mobile, told through 3000 voices - Squarespace
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Full report
Real girls, real
lives, connected
A global study of girls’
access and usage of
mobile, told through
3000 voices
Preface 3 – 12 Findings 15 – 60
Acknowledgements 4 Chapter 1: Girls are getting
hold of phones by many means 15-23
Foreword 6
Key takeaways 8 Chapter 2: The ways girls
Introduction 11 access and use phones
are connected 24-34
Literature review 12
Chapter 3: The barriers girls
face come in many forms 35-48
Chapter 4: Perceptions
around safety are key
to unlocking access 49-60
Recommendations 61 – 66
Further information 67 – 72
Methodology 67-74
References 75-76
Partners 77
2
Preface People say that the girl who touches the phone is a bad girl. Rosni, 16, Bangladesh 3
Preface
Acknowledgements
This study involved participation, At Girl Effect, the work was led
input, and engagement from by Kecia Bertermann, Zoe Dibb,
Calum Handforth and Lani Jacobs.
a range of different groups. Data analysis was carried out by
In particular, Girl Effect would Luis Francisco García Espinal, Ursula
like to thank the gender, Hankinson, Claudia Abreu Lopes,
international development, and Borja Rubio and Maria Selde. Elizabeth
mobile technology stakeholders Hoffecker at MIT D-Lab provided advice
and guidance on analysis of data.
for expert opinions; the Review
Committee for valuable This report has been supported by
comments and suggestions Vodafone Foundation as part of
its Connecting for Good programme.
during the drafting process;
The Foundation funds regular reports
TEGA researchers for carrying on areas of potential funding, and in
out extensive fieldwork; and the recent years has funded, amongst
3,000+ girls, boys, women, others, reports into digital learning,
and men who participated women and mobile, digital parenting
and gender based violence. The
in the research.
Foundation has been working with the
Malala Fund and others to understand
the way girls are using mobile
technology. This report is intended to
further the Trustees' understanding and
those of others working in this field.
4
Preface 5
Preface Foreword We know that mobile is transforming the lives of people around the world, but we also know this isn’t happening equally. Once again, those who have the most to gain from new technologies, adolescent girls, are being left behind. Progress is sexist. Girls have less access to mobile than boys, and the access they do have is more complicated than previously thought. Where sons might be getting hold of a mobile phone as a matter of course - accessing and using it independently - daughters are having to seek permission, borrow, or have their activity monitored. These negative social norms are increasingly leaving girls with a digital literacy skills gap that puts them at risk. When girls do access mobile, and get online, what they find is rarely created with their experience in mind, often reinforcing the very same gender norms that hold them back. Girl Effect’s mission is to empower girls to change their lives. That’s why we’ve come together with Vodafone Foundation, aligned around an ambitious objective to empower seven million girls across eight countries through mobile and technology. Before we can begin to transform lives with the power of mobile, we need to understand the daily reality for vulnerable girls. Our partnership with Vodafone Foundation starts with this report, the world’s first comprehensive global study into adolescent girls’ access and usage of mobile. The report shows how incredibly pervasive many social and gender norms are when it comes to technology. And yet, we can see that girls are aware of the positive impact mobile technology can have on their lives, and are devising creative strategies to access it. This research presents the technology and development sectors with the chance to create solutions for and with girls that can have a real and lasting impact on their lives. Together, we have the opportunity to reach girls and meet their needs at scale, contributing towards the United Nations’ Sustainable Development Goals. We can rewrite literacy for the digital age, address the mobile gender gap, and challenge our own norms. Let’s work together to give girls what they need to achieve their potential and transform their lives. Claire Tavernier, Interim CEO, Girl Effect 6
Preface
1.5x more
likely to own
a mobile
phone than
girls
1.5x Based on sample of 1210
respondents in 6 countries
7
Preface
Key takeaways
Limited global research Boys are more likely to use a phone for
a wider range of activities than girls
exists about girls’ and
Affordability can be a major barrier
boys’ access to and for girls and boys; however, girls often
use of mobile phones face a range of social barriers which
can overtake affordability as an issue
For girls, access is much more
diverse and colourful than simply Girls worry about the risks they
whether they ‘have’ or ‘have not’ got might be exposed to through
a phone. Access is often transient, phones, particularly when it
and diverse ownership, borrowership comes to social media
and sharing practices are flourishing
The phone is a paradox: girls see
Boys are 1.5 times more likely to own a positive for every negative.
a phone and 1.8 times more likely to However girls who experience a
own a smartphone. They're also more range of social restrictions appear
likely to use phones in more diverse more likely to internalise ideas that
and internet-enabled ways than girls phones can be unsafe and girls can
not be trusted with the phone
Girls are going to Phones, apps and digital platforms
great lengths to gain are not currently designed for the
ways in which girls use them (which
access. They are active includes shared use and borrowing)
or might want to use them in future
agents in achieving
their own access, More needs to be
and in some cases done to equip
have ‘secret phones’ parents and young
When girls have less access to mobile, people with the
they have fewer opportunities to
learn to use mobiles in ways that
knowledge
benefit them - and they perceive of how to stay
the phone as being more dangerous
than girls who have more access safe online
8
Preface 9
Preface
3,000
10Preface
Introduction
Around the world, However, mobile and internet This was reaffirmed through
mobile1 and internet access is not growing equally. the expert interviews that
In low and middle income were a component of this
access is rapidly countries, women are on study. Experts in international
increasing. Unique average 10% less likely than development, gender, and
mobile user penetration men to own a phone. Globally, mobile technology noted that
reached 68% in January 184 million fewer women own adolescent girls are generally
2018, up 4% year on year a mobile phone than men. subsumed within the broader
This gap is even wider with category of ‘women’. However,
and internet penetration regard to mobile internet, with they often experience different
reached 53% – women 26% less likely to use and additional challenges. This
up 7% year on year it than men in these countries difference could affect their
(Kemp 2018). (Rowntree: 2018). knowledge, attitudes, and
behaviour regarding mobile
If this gendered access gap phones. This study was born out
is to be effectively addressed of the need to understand the
it needs to be understood. intricacies of girls’ access and
In particular, little is known usage of mobile phones.
about mobile access for
adolescent girls.
This report relies on girls’ own understandings
and definitions of mobile technology.
Mobile handsets could be defined
differently by different girls, however
prior research has highlighted that girls
tend to define ‘smartphones’ as those
which have some combination of a large
touchscreen, apps, and internet access.
In contrast, basic phones tend to be defined
as those with small screens, keypads and
no internet access. Girls generally don’t
consider ‘feature’ phones as a discrete
category, but instead see them as better
or worse versions of basic and smartphone
handsets. For this reason the ‘feature’
phone definition is not used in this report.
‘Mobile technology’ can refer to a wide range of technologies and portable devices, however for the purpose of this report, we use ‘mobile’ and
1
‘mobile technology’ to mean phones (basic, feature and smartphone devices), that use cellular Global System for Mobile communications (GSM)
and Code Division Multiple Access (CDMA) standards for wireless communication i.e. calls, SMS, IVR, and for some devices, internet access.
11Preface
Literature review
At the outset of the study, Studies also highlighted that Amongst all the studies
a literature review was outside high income countries, reviewed, none featured data
there is a lack of data on girls collected by girls themselves
undertaken to identify and women in the technology regarding how they are
relevant sources exploring sector (Plan International: 2018).accessing and using mobile
girls’ access to and usage phones. Many of the qualitative
More specifically, UNICEF notes studies focused on a single
of mobile phones.
that access to information is a or small number of countries
A single reviewer searched right and depriving children can studied and they were also
Taylor & Francis Social Science lead to increased and cyclical limited by the extent to which
and Humanities Library, poverty (UNICEF: 2017). they explored the consequences
ProQuest Education Database, and repercussions that
Several of the sources
Elsevier ScienceDirect Journals adolescent girls face when
highlight the complexity of
Complete, EBSCOhost
mobile phones. By using mobile caught with a phone.
Academic Search Premier, Gale In addition, there were gaps
phones, girls can face scrutiny
Cengage Academic OneFile and in the literature regarding how
from their communities, but
grey literature databases, and girls hope to use phones with
they can also use the device
identified more than 30 relevant internet access if granted the
to provide emotional support
qualitative and quantitative permission to do so.
by calling friends and family.
reports, articles, and academic
Girls can be distracted by This literature review reaffirmed
studies. Using a bespoke data
phones in school, but can also the importance of this current
extraction tool, each source’s
use the internet for research study. There is a clear data and
aim, key questions, sample size
and to advance their studies. insights gap in this area, and
and location, methodology
They can pursue boys, as well as an urgent need to hear directly
(and limitations), data collection
pursue jobs and opportunities. from girls about the challenges
instruments, findings and
Girls can be harassed online, and realities associated with
implications were collated.
or report harassment using a how they are accessing and
Many of the grey literature mobile phone without fearing using mobile phones.
and academic studies explored for their safety.
women and girls’ access to
mobile phones and internet
access - as well as the impact
of access, and the importance
of closing the digital gender
gap. However, despite studies
noting that increased access
to information and technology
can lead to better learning
outcomes for children, girls
disproportionately continue
to face barriers to access
(Plan International: 2018).
12Preface
Summary of research
methodology
This research, designed in collaboration with The study includes girls from
MIT D-Lab, employed a mixed methods approach, 25 countries, however the girls
that we spoke to do all have
utilising key informant interviews to establish some level of mobile access,
context. The field research included three principal so we do not claim to
components: TEGA interviews2, online surveys represent the views of all
delivered via Girls Effect’s Springster3 platform and girls, or to provide a complete
analysis of comments responding to mobile phone global picture. Rather, this
qualitative study aims to inform
vignettes also published on the Springster platform. programme design and bring
(See page 63-66 for more details on the study methodology) attention to the knowledge,
attitudes and behaviours of girls
as a particular subset of women,
and to include their voices in
the global conversation about
mobile access and use.
Key informant TEGA Online Comment
expert research surveys analysis
interviews
Sample size
of 85 comments
Analysis of
comments
Sample size of responding to
Detailed interviews Sample size of 1,747 girls and boys vignettes about
with 21 global 1,371 girls and boys Lean4 11 question mobile phones
experts in mobile, In-person and survey (subset written by girls
development, detailed qualitative of TEGA on the Springster
and gender and quantitative questionnaire) site across
Opportunity to research conducted across four countries
contextualise conducted by girls 21 countries in (Indonesia,
research and across 7 countries Africa, Asia, Nigeria,
include broader in Africa, Asia and Latin America and Philippines,
insights North America Middle East South Africa)
2
Technology Enabled Girl Ambassadors are trained adolescent girl researchers who conduct face to face interviews using a bespoke app
to collect audio, video and survey data.
3
A mobile-first global platform, Springster digitally connects marginalised and vulnerable girls around the world.
4
Lean Research is an approach to field research in the context of development work that seeks to maximize benefit and minimize burden and
waste for all stakeholders in the research process. Building on human-centered development and design, Lean Research places the experience
of the research subject at the centre of the research activity. https://d-lab.mit.edu/resources/publications/lean-research-framework.
13Preface
This research
methodology
provides an
opportunity
to engage
more than
3,000
respondents
in 25
countries
124
TEGAs
(Technology Enabled
Girl Ambassadors)
conducted interviews
with girls and boys
aged 15-19
14 14Findings From Kano to Kigali and from Lima to Lahore, girls are getting their hands on mobile phones 15
Findings
1.Girls are getting hold
of phones by many means
This research looks at I don’t have a phone I didn't have a phone
mobile access and usage because my parents before because mum
from the perspective of cannot afford to buy me said we didn't have the
adolescent girls5 one. And as my parents money to buy this thing,
in 25 countries. do not allow me to have nevertheless I still saved
a phone or to use internet money so I could buy my
It adds to literature
I take my friend's phone own mobile. Mum got
demonstrating that access
is much more complex than if I have to fill forms or for mad nevertheless she
a simple binary division any other purpose. Many accepted this already, you
between those who 'have' and people have a phone but can't bring back the past
those who 'do not have' phones. don’t know how to use besides it's already here.
It also challenges ideas that a it. Some people who do
person’s journey to full mobile (Girl, 15, Philippines,
know how to use a phone Springster comment)
access and usage is largely
linear, moving from not having borrow someone else's.
access, through to ownership I think everyone should
of a basic phone, and finally have a phone regardless
to ownership of a high-end of their financial status.
phone. Instead the results of In today's time everyone
this study demonstrate how
should have a phone.
girls’ relationships with mobile
phones are much more diverse, (Girl, 17, India)
rich, and colourful than
often assumed.
Whilst the extent of access Complexity of access the context. They also
and usage varies across observe that the term
countries and even within “Access is political and
social. It’s financial and ‘access’ needs scrutiny,
countries and communities; as different types and
from Kano to Kigali, Lima to institutional. There
is no such thing as levels of access offer a
Lahore, girls are getting their very different quality of
hands on mobile phones. In homogenous access”.
experience, and initial
fact, girls who stated that they Technology expert indications from previous
‘don’t have a phone’ are often research has suggested
still gaining access through Key informants emphasise
that girls are often gaining
other means. that the topography of the
access by borrowing and/
mobile gender gap needs
Girls might own phones or sharing friends and
scrutiny because it is
outright, they might borrow relatives’ phones, which
highly context dependent.
phones, and they sometimes will have implications
There are a multitude
possess a secret phone. The for use. However, they
of factors that can limit
avenues to access vary, but the observe that more data is
access to mobile, and
desirability and utility of phones needed to understand this
these often come together
mean that girls often make situation and the quality of
differently depending on
efforts to access phones in girls' access.
a range of creative ways.
5
In this report, ‘girls’ refers to adolescent girls age 13-19.
16Findings
1. Girls are getting hold
of phones by many means (cont.)
Ownership levels vary
by gender and age Boys Girls
100%
TEGA6 interviews with girls
revealed variety in ownership
levels. 37% of girls in the 80%
Nigeria TEGA sample owned
a mobile phone, compared 60%
to 61% of girls in the Tanzania
sample (compared to 99% in 40%
the USA sample). Across all of
the TEGA sample, just under 20%
half of all girls owned a phone.
0%
Levels of ownership vary
USA Bangladesh Rwanda India Nigeria Malawi
across both gender and age.
Overall, girls are less likely Figure 1. Overview of respondents who own a phone,
to own phones compared by gender and country (TEGA data, n=1,165)
to their male peers. When
excluding the USA from
Type of
analysis, boys are almost 1.5 Girls (n=896) Boys (n=315)
ownership
times more likely to own any
type of phone and 1.8 times 15-17 18-19 15-17 18-19
more likely to own
a smartphone than girls.7 Owns any phone 32% 62% 57% 79%
Owns a
The TEGA data indicates that 18% 32% 22% 36%
basic phone
levels of phone ownership
Owns a
increase with age, for both 14% 30% 35% 43%
smartphone
girls and boys. Amongst phone
owners across the seven TEGA
Table 1. Overview of respondents who own a phone, by gender and age.
countries8, the average age at Data from USA respondents excluded (TEGA data, n=1,211)
which girls first own a phone
is 15 years old and 14 years old
for boys. Excluding the US, 32%
of 15-17 year olds in the TEGA It's hard for girls to have phones because of
sample own a phone, compared poverty and sometimes parents do not allow
to 62% of 18-19 year olds. them. Boys have phones because they can do
piece work and buy phones and it's rare to
prohibit a boy from having a phone.
(Girl, 16, Malawi)
6
Technology Enabled Girl Ambassadors are trained girl researchers who conduct face to face interviews using a bespoke app to collect audio,
video and survey data. 124 TEGAs conducted interviews with girls and boys in Malawi (Mzimba, Lilongwe and Zomba); Rwanda; Tanzania
(Temeke, Dar es Salaam); Nigeria (Kano); India (Bihar and Rajasthan); Bangladesh (Dhaka and Jessore); USA (Adams County, Colorado).
7
The research team anticipated that social desirability bias may play a factor in how many girls and boys report owning phones so all
respondents in the TEGA sample were asked to show their phone to be photographed during their interview with a TEGA. 64% of boys and
43% of the girls had a phone to hand that they could show, demonstrating that reported use was nearly consistent with use that could be
shown and captured with a photo.
17Findings
Smartphone ownership Girls (n=896) Owns a
is relatively common basic phone
Data from across the TEGA
Do not own 23%
sample and online survey
suggests that among adolescent 56%
girls who have at least some
21%
access to mobile phones, those Owns
who own a phone are nearly a smartphone
as likely to own a smartphone
as a basic phone. 21% of all girls
in the TEGA sample and 74% of Boys (n=315)
all girls in the online survey own Owns a
a smartphone and in countries Do not own basic phone
like the US and Nigeria9,
these predominate. 29%
33%
38% Owns
a smartphone
Figure 2. Overview of respondents who own a phone, by gender.
Data from USA respondents excluded (TEGA data, n=1,211)
Girls are more likely than
Type of ownership 10 Girls (n=809) Boys (n=294)
boys to borrow phones
Even when girls don’t own a phone, Owns a phone and
33% 52%
many manage to get access to one doesn’t borrow
by borrowing from someone else.
In the TEGA sample 52% of girl Owns a phone and borrows 13% 19%
respondents only access a phone by
borrowing. An additional 13% Borrows only 52% 28%
of girls also borrow a phone even
if they own their own phone.
Doesn't own or borrow 2% 2%
A significantly higher proportion of
girls borrow phones compared to
boys. Girls’ levels of borrowing vary TEGA data: Girls and boys ownership and
considerably: 49% of girl respondents borrowership excluding USA (n=1,103)
in Malawi borrow a phone compared
to 95% in Bangladesh.
8
alawi (Mzimba, Lilongwe and Zomba); Rwanda; Tanzania (Temeke, Dar es Salaam); Nigeria (Kano); India (Bihar and Rajasthan);
M
Bangladesh (Dhaka and Jessore); USA (Adams County, Colorado).
9
Online survey respondents were also asked if they own a basic or smartphone. As the survey required internet access, there is likely to be
selection bias favouring smartphone ownership: amongst girls, 81% of the online survey respondents owned a smartphone, versus 19% owning
a basic phone.
10
Notably, the number of research participants choosing to answer the question as to whether or not they borrow a phone was much lower than
those who chose to respond to the question about owning a phone. Previous Girl Effect research has highlighted that girls often feel a sense of
shame when borrowing devices. The borrowing rate might actually be higher if research respondents under-reported borrowing due to social
desirability bias.
18Findings
1. Girls are getting hold
of phones by many means (cont.)
Girls can be phone This implies that borrowership Similarly, when focusing
owners and borrowers is not simply about accessing on girls who borrow phones,
‘better’ phones, and equally that family connections are key.
at the same time
smartphone ownership is not Often, mothers are a vital
Being a phone owner and necessarily the end of a linear gatekeeper to girls’ access
borrower are not exclusive access journey. to mobiles. This is particularly
states. In TEGA interviews11, the case in settings where
Whilst boys are more likely personal ownership of phones
13% of girls in six countries
to own a phone and are less among girls is low, and where
reported being owners and
likely to exclusively borrow, borrowing is high.
borrowers at the same time.
boys who own phones in
In some countries, and
the TEGA sample also borrow 30% of female TEGA
particularly Bangladesh where
at a slightly higher level respondents borrow a phone
SIM card12 registration presents
than girls, although this from their mother – compared
a challenge for girls, there is
difference is too small to be to just 10% who borrow from
a larger proportion of girls who
considered significant given their father. In the TEGA
are simultaneously owners and
the sample sizes. Africa sample, girls were most
borrowers. Here 53% of girls
likely to borrow from their
own a phone whilst at the same Parents are the main mother for access.
time, 95% of girls say
they borrow a phone from
source of phones
It gives me confidence
someone else. Girls often obtain phones from even though I do not
their parents. In the group of
The reasons for borrowing have a phone, I borrow
girls who own their own phone,
a phone whilst also owning one from my Mum and use
half were given the phone by
vary. Whilst a girl may own it to call my relatives
their mother or father. However,
a phone herself, it may not have
a registered SIM, her parents
this varies by country. Amongst and talk to them, if they
or other family members may
girls in the TEGA sample from have something I want,
Rwanda and the USA, girls' I then go to collect it.
be primary users of the phone,
mothers are the main source
she may have run out of data (Girl, 19, Nigeria)
of a phone – 46% of girls in the
on her own phone, her phone
USA were bought a phone by The picture around borrowing
may be broken, or a friend may
their mothers. was different in TEGA data
have a phone that is better
and more fun to use instead of In India, male family members from Asia. In India, male
her own. All of these situations are a girl’s main source of a family members are the main
result in girls returning to borrow phone. This could include their lenders of phones to girls.
phones, from both friends husband, boyfriend, brother Here, 31% of girls borrowing
and family. or father – as also reported phones borrow from their
in Bangladesh. older brother – whilst 29%
Interestingly, the proportion borrow from their father.
of smartphone owners who still
borrow is very similar to the
number of basic phone owners
who borrow.
11
The online Springster survey asked whether respondents where phone ‘owners’ or ‘borrowers’. The in-person qualitative
TEGA interviews allowed respondents to discuss that they are often both owners and borrowers and this result is drawn from
the sample in Malawi (Mzimba, Lilongwe and Zomba); Rwanda; Tanzania (Temeke, Dar es Salaam); Nigeria (Kano);
India (Bihar and Rajasthan); Bangladesh (Dhaka and Jessore).
12
SIM (or Subscriber Identification Module) cards have a series of electronic circuits on a silicon ‘chip’. SIM cards authenticate users
on a mobile network - allowing users to make calls, or transmit data.
19Findings
House Male
Mother Brother Sister Father Other Friend
phone partner
India & Bangladesh 11% 39% 10% 18% 4% 10% 4% 4%
Rwanda, Malawi,
48% 8% 20% 4% 10% 4% 5% 1%
Tanzania & Nigeria
Table 4. Source of phones, for girls borrowing phones (TEGA data, n=528)
In comparison, only 17% borrow I think I need to have
from their mother. Similarly, in my own mobile so
Bangladesh, brothers are a key
I can connect with
source of phone access, with
42% of girls borrowing phones my friends this can
from a younger or older brother also be used for doing
- compared to 15% who borrow homework because it's
from their mother or father. embarrassing if I borrow
Across all countries surveyed, a phone from my friends
borrowing from friends is I may be bothering them
uncommon. Just 4% of girls more, if I have a phone
who borrow said they borrow I don't need to borrow
from a female or male friend. or bother my friends.
(Girl, 15, Philippines,
Springster comment)
20Findings
1. Girls are getting hold
of phones by many means (cont.)
Girls go to great lengths ... In my situation all my ... If she has been
to gain access phones came from my given money to buy
siblings. So whenever clothes, she might get
The picture of mobile
access amongst girls varies they need it, they'll get a few and use the rest
substantially at a regional, it back. I'm kinda use to buy that phone.
country and individual to it. But it's hard cause (Girl, 19, Rwanda)
level. Yet across the TEGA school works, and way
and online survey samples, of communication is via If a girl, for instance,
girls demonstrate that they does go to school and
internet or mobile, that's
are engaging in all sorts of
strategies to gain access. why having no phone in they give her school
just a week seems like break money, she saves
In countries where the mobile you've been out a year. the money until it reaches
gender gap is less visible, and the amount enough
But, problems can be
where girls appear often to have
to buy her own
less restricted access to phones, solve. Earn then you'll
such as the Philippines, they be able to have one. mobile phone.
are frequently given a phone As of now, try borrowing (Girl, 17, Nigeria)
by family members. They can and encouraging
also often openly borrow a people around you to Even in countries and regions
phone from family and friends, where the mobile access gender
''disconnect'' a little bit. gap is particularly stark, girls
and may employ sophisticated
strategies to do this. Like have a recreational are finding ways to get some
activities outdoor degree of mobile access13.
or simply having an This includes borrowing and
open forum without sharing phones secretly.
holding their gadgets. This is the case in Northern
Nigeria – where girls are often
(Girl, 15, Philippines, forbidden access to mobile
Springster comment) phones, or allowed only very
limited (and monitored) access.
Girls will often find clever ways
to save up money to purchase
a phone. For example, a girl may
use school pocket money or
skim money from that given
by her parents to buy food
or clothes.
13
GSMA data indicates that although the average mobile access gender gap is 10% across low and middle income countries this gap is wider
in some parts of the world. The gap is most stark in South Asia, where women are 26% less likely to own a phone and 70% less likely to use
more ‘transformative’ services such as mobile internet. The second biggest gap, which is less stark but still substantial, is in sub saharan Africa,
where women are 14% less likely to own a phone and 34% less likely to use ‘transformative’ services (Rowntree 2018).
21Findings
Here, girls explained that they She will hide and answer permanency of use and may
could access phones without her call or go to her lead to owners ‘downgrading’
these restrictions by borrowing or losing ownership status
friend’s house or she
friends’ or siblings’ phones – or altogether.
even through gifting from boys will give her callers
or older men. a specific time they My phone was given
will be calling her. to me, but as of now
Girls are savvy when using
these ‘secret phones’. They (Girl, 17, Nigeria) I don’t have it with me
are often kept on silent, and in because it got broken
Phone ownership is and the battery is dead.
households where girls do not
have their own bedrooms the not a permanent state
(Boy, 18, Malawi)
phones are kept at friends’ or Phone ownership is often
neighbours’ houses. In these Young people also face
non-linear, and there does
circumstances, arrangements frustration when they are
not appear to be a path of
are made with prospective forced to downgrade from
increasing mobile access over
callers to ensure that the girl a ‘big’ smartphone to a ‘small’
time - with a final end-point
has her phone at the time basic one. This can happen for
of smartphone ownership.
of the call. a number of reasons including
Instead girls and boys across
needing the money from the
several countries14 noted that
She uses it if her parents mobile access and ownership
phone sale, having the phone
are not at home or she taken by a family member,
is transient. Phones break, they
or having to return the phone
goes outside or if she get sold when money is tight,
to a boyfriend following
has her separate room they get confiscated or used
a breakup. It may also be
she can be using it by other family members, and
symptomatic of the systemic
they get stolen. In addition,
secretly without their a lack of funds to perform
or structural inequality faced
knowledge. repairs, combined with the
by girls in these settings,
a point which has been explored
cost of replacing batteries and
elsewhere (Faith: 2018).
other parts also affects the
One 19 year old girl in Kano, However, her phone broke and
Nigeria, explained her ownership she was unable to afford
journey. She had previously owned a new one and she now owns
a smartphone that allowed her a feature phone given to her by
to chat with friends and listen her brother - which only works
to music. for making and receiving calls.
‘Honestly’, she says wistfully,
The phone relieved her boredom, ‘I prefer my former phone’.
and cheered her up when she
felt sad.
14
Malawi (Mzimba, Lilongwe and Zomba); Rwanda; Tanzania (Temeke, Dar es Salaam); Nigeria (Kano); India (Bihar and Rajasthan);
Bangladesh (Dhaka and Jessore).
22Findings
Case study:
Gaining mobile access
in Northern Nigeria
Blessing, 18, Rose & Samuel, 15,
Kano, Nigeria Northern Nigeria
Blessing, 18 years-old, is the oldest of Rose and Samuel are neighbours whose
three, with one younger sister, Jol who is 16 parents are friends. Both are 15 years old
years old, and a brother Isaac, 14. Blessing and living in northern Nigeria.
is Muslim and was raised in Kano, Nigeria.
Samuel has been operating a small scale
In Blessing’s community it is common for business selling bags of drinking water and
boys to have more access to education used the money he made to buy his own
and technology. She sees Isaac using his phone. He says that having a phone allows
phone regularly to call friends, play games him to make more friends and feel less
and help his studies by using the internet. bored. Overall, it makes life a lot easier!
If Blessing wants to use a phone, she must
first ask her mother for permission to Rose’s parents believe that a phone costs
borrow hers. Her mother believes that too much and they do not want her to get
if Blessing was to own her own phone she distracted from school by chatting with
would be too distracted from her studies. friends, especially boys. As a result, Rose
does not own a phone. However, whenever
This frustrates Blessing because she sees they are able to meet, Rose can use
the advantages of using the phone. “You Samuel’s phone to play games or call her
know, with the internet you can search for friends. In return he expects sexual favours.
anything! Honestly, if I have internet access
I will use it for educational purposes. My Rose wonders whether Samuel is her
wish is to be a midwife because there are boyfriend or whether their relationship
few women in that field. I want to be in that would be over if the phone wasn’t part
field because women should be allowed to of it. She also worries about getting caught
assist one another.” using Samuel’s phone as she knows her
parents would punish her, potentially
With only one month left of schooling, stopping her from going out or even
Blessing is hopeful that she can own taking her out of school.
a phone when she is done. Many of her
friends were allowed to have a phone once Rose explains the barriers girls face but also
they turned 17, but convincing her parents says that if girls really want to use a phone,
she is responsible enough to own a phone they will find ways to gain access.
is hard, especially when people gossip ‘Truly some cannot afford a phone for ten
about girls who have got boyfriends thousand Naira (roughly $28 USD), so their
or even fallen pregnant as a result of boyfriend buys it for them or lets her use
owning phones. his. Others do not know how to use the
phone. If they want to make calls they will
give the number to someone to make the
call for them, but if they are determined
they will learn how to use it.’
23Findings
2. Access and use
are connected
47%
When girls get access to phones,
they are using them as much as
possible. Over half (53%) of girls of girls report that
in the TEGA sample say they use they use a phone
a phone every day or multiple ‘whenever they
times a day, and a further 32% have the chance'
say they use a phone at least
once a week. This is echoed
Based on sample
in the online survey, with 47% of 1606 girls in
of girls reporting that they 21 countries
use a phone ‘whenever they
have the chance’ and a further
36% using one ‘all the time’.
Frequency of phone use Girls (n=1,337) Boys (n=269)
All of the time 36% 46%
At weekends 5% 4%
Mainly in the morning 1%Findings
2. Access and use
are connected (cont.)
Different types of I use it for Facebooking Truly I don't know how
access have implications or Youtubing, to browse to make of smartphone,
for usage and to know about I don't know how to
different types of news. check the content
Whilst some girls are owners
and borrowers, girls who And I also use it to listen inside the phone so as
identify as owners and girls to new songs or to watch to know the one which
who identify as borrowers soap operas... If the is preferable to me.
have different use patterns. price of the smartphones (Girl, 17, Nigeria)
Among the girls in the TEGA decreases, then the
and Springster samples,
boys will start using it
borrowership appears to
have various implications for more.... for example,
girls’ mobile access and use. you can use it to read
In the online survey, 54% of books, or you can do
all girl borrowers access the classes on Youtube! And
phone 'whenever they have then you can read new
the chance', compared to
books from browsers
46% of all girl phone owners.
This difference may highlight or you can discover or
the unpredictability of phone learn about new things!
access, which girls are (Boy, 17, Bangladesh)
ameliorating by using phones
whenever an opportunity arises. Boys are more likely
than girls to use
Phone borrowers interviewed Internet enabled
by TEGAs or completing the phone features
online survey were also less
likely than phone owners to use
phones for almost all purposes.
This finding supports mobile sector In particular, if a woman is
data (Rowntree 2018) highlighting borrowing a mobile, she may be
how mobile borrowership amongst less likely to use it for activities
women can limit what they do that require personal or sensitive
on a phone. In this study, female information, such as mobile money
borrowers across low and middle or health advice. This potentially
income countries were less likely reaffirms how limited access
to use mobile services other than can prevent girls from exploring
voice calls, such as SMS, or more how the phone could be most
sophisticated services such as relevant and useful to them.
mobile internet.
25Findings
Girls who own a Girls who only borrow Girls who own
Phone uses
phone (n=351) (n=418) and borrow (n=181)
Calls 90% 69% 31%
SMS 65% 33% 81%
Games 35% 31% 27%
Entertainment 43% 27% 34%
Radio 40% 29% 26%
Facebook 44% 21% 18%
Internet 42% 15% 42%
Calculator 39% 17% 17%
WhatsApp 31% 27% 17%
Banking 28% 12% 41%
Homework/
31% 15% 23%
school work
Email 24% 9% 34%
Dictionary 22% 12% 33%
Table 6. Overview of girls' phone usage, by ownership status.
Respondents able to select multiple uses (TEGA data, n=880)
26Findings
2. Access and use
are connected (cont.)
Boys use phones Basic functions After buying a mobile
more often for more predominate amongst phone I have been able
activities than girls girls’ usage, although to do a lot of good stuff.
there are exceptions I do online exams, fill in
Across most countries in the
TEGA sample, boys are more application forms, send
As noted previously, where girls
likely to use a phone for a are more restricted in their emails. If I have to travel
wider range of activities than phone access - whether due I find out about the train
girls. With the exception of to physical or social limitations - times. In case I get stuck
calling, and using the phone they are similarly restrained anywhere, then I contact
as a calculator and radio, boys in the ways they use a phone. my family members to
are more likely to use phones
to send text messages, play Girls in these settings report tell them that I am stuck
games, watch videos, use that they primarily use devices at that place. I do a lot of
mobile banking, do homework for calling friends and family, good things on a mobile
and use the dictionary. and for basic functions such phone, like studying and
as the calculator18.
As boys are more likely
using the dictionary.
to own a smartphone, it is However, there were exceptions (Girl, 18, India)
unsurprising that they are also amongst girls across the TEGA
more likely to use phones for sample - particularly in settings If I'm on my mobile,
activities requiring an internet where girls experience less then usually yes... Just
connection. This includes restrictions in their phone chat with friends. A
accessing social media, using ownership and usage. In these
locations, girls use their phones
mobile also helps me
WhatsApp, and using phones
to search for information in more sophisticated ways find information that you
independently online15,16. - and this is having a positive can't get in books. And
impact on their lives. These when you're stressed out,
girls describe phone use as you can play games as
broadening their horizons, well. In short, a mobile's
allowing them to manage
finances, improving business
important when you're
skills and providing a gateway online. You can find out
to new opportunities. what's viral, trending
and quality information.
But if you have a mobile,
you have to use it wisely,
don't go looking at
negative content. In my
case, it's just for info.
(Girl, 12, Indonesia,
Springster comment)
15
his holds true in Malawi (Mzimba, Lilongwe and Zomba); Rwanda; Nigeria (Kano); India (Bihar and Rajasthan); Bangladesh (Dhaka and
T
Jessore) but not USA (Adams County, Colorado) and Tanzania (Temeke).
16
This is reflective of GSMA data showing a significant gender gap in mobile usage amongst adults, particularly for more ‘transformative’
services, such as mobile internet. They identify women as on average, 26% less likely to use mobile internet than men, and even among mobile
owners, women as 18% less likely than men to use mobile internet (Rowntree 2018).
27Findings
Phone uses Girls (n=998) Boys (n=373) Total
Calls 73% 74% 73%
SMS 53% 60% 55%
Games 32% 38% 34%
Entertainment 31% 42% 34%
Radio 32% 36% 33%
Facebook 29% 44% 33%
Internet 27% 47% 32%
Calculator 26% 27% 26%
WhatsApp 22% 35% 26%
Banking 21% 30% 24%
Homework/
21% 29% 23%
school work
Email 16% 30% 20%
Dictionary 18% 26% 20%
Table 7: Overview of phone usage, by gender.
Respondents able to select multiple uses (TEGA data, n=1,371 )17
Life without
mobile phone
is like the
ancient life!
(Girl, 16, India)
17
alawi (Mzimba, Lilongwe and Zomba); Rwanda; Tanzania (Temeke, Dar es Salaam); Nigeria (Kano); India (Bihar and Rajasthan); Bangladesh
M
(Dhaka and Jessore); USA (Adams County, Colorado).
18
As discussed in the Methodology, all data from girls is self-reported. Therefore, there is a risk of social desirability bias across the group -
including amongst girls who are constrained by social restrictions concerning mobile access. These girls, who highlight the practical functions
of phones, may be reluctant to mention usage that does not align with the expectations of girls in their society. Instead they may avoid
mentioning, or may downplay, the role of phones in enabling entertainment and chatting with friends - if these activities are deemed less
socially acceptable for girls.
28Findings
2. Access and use
are connected (cont.)
The phone as a paradox: don't worry gal of u
girls see a positive not having a phone.
for every negative If I were u I would b
Girls across countries view happy becz a phone has
the phone as a double-edged and bring troubles at
sword. They feel there are a home.If I could tel u that
wide range of benefits, but when did I get my first
also a number of drawbacks
phone u won't believe me.
to mobile access19. Phones are
often seen as a device that So don't worry yourself
can be used for good or bad, too much if u don't have
depending on what the user a phone less troubles.
decides to use it for. In the (Girl, 22, South Africa,
online survey, half of all girls Springster comment)
felt phones made them more
connected, provided access In the US, girls interviewed
to a much wider education by TEGAs were particularly
(47%), reduced their boredom articulate about the darker
(61%)20, increased access to side of phone use, highlighting
restricted information (26%), the effects of social media
and increased their and stress caused as a result
confidence (20%). of online bullying or posts not
being ‘liked’ by friends online.
However, the online survey Outside of the US, stress was
also highlighted some negative actually more often related
aspects of phone access and to not owning a phone in the
usage. Several girls noted that first place and interestingly, the
they feel more stressed (7%), majority of girls who selected
harassed or bullied due ‘I feel more stressed’ were not
to accessing phones (4%), themselves phone owners.
or felt that phones made them
more controlled by others (3%).
coz sometimes phone
aren't good :) especially
if you are in social
media, some people
61%
of girls asked said
will judge you. phones reduce
(Girl, 17, Philippines, boredom
Springster comment)
Based on sample of 1606 girls
in 21 countries
19 T
his paradox has been reflected in previous studies, for example amongst potential mobile internet users who saw internet
as a ‘double-edged sword’ (GSMA 2018).
20 Interestingly, in the online survey, more girls than boys reported that phones alleviate boredom (62% of girls, compared to 42% of boys).
29Findings OK, so cell phones in my life have helped connect me with others, but it's also had, like, detrimental effects on my life, and just made me feel more stressed. I've actually taken several months off social media before just because I just realized out how much anxiety and depression it's put into my life. But it can also be used for good, but I feel like mostly it adds more anxiety and stress into my life. (Girl, 18, USA) 30
Findings
2. Access and use
are connected (cont.)
Across countries, girls Reaffirming this point, both and you can't do
confirmed the paradoxical girls and boys worry about the research without the
nature of perceptions related potential negative impact that
internet. For example,
to phone ownership and use. phones can have on education.
For each negative association This includes distracting like people without the
with mobile phones, they students from school, and computer, because not
often provided a positive reducing time available for all people have got equal
counterpoint: studying. However, both capabilities of buying
groups also see phones playing a laptop, so if you have
The good thing about an important role in helping
mobile phone is that got the phone it is very
them with their homework and
when your loved one providing a way to catch up easy to use the internet.
is in a far away place, with missed lessons: (Girl, 19, Rwanda)
you can call them to
You won't pass because The table on page 29 provides
greet them and also keep common examples of positive
of phone, u will pass
the relationship alive and negative associations with
because you used your
without spending a lot phone use seen in the TEGA
mind and focus, in
of money. And the bad data from the African and Asian
your books? Just be
thing about a mobile countries21. The extent to which
carefully and aware of
phone is that you can a girl emphasises a positive or
things that they don't negative association is largely
get bad friends that will
need your attention. dependent on her situation.
influence you negatively,
that’s the problem with (Girl, 14, South Africa, For example, a girl in school
Springster comment) who is not allowed a phone
mobile phones. But it has
because it ‘distracts from
good sides - if you have ... a mobile phone helps school’ is often more likely
good intent towards it.
me with different things, to emphasise that phones
(Girl, 18, Nigeria) doing school assignments are ‘bad’ for that reason.
because due to the new
system we're studying,
we do a lot of research
Expert interviewees emphasise feel that mobile access can
that mobile phones are neither provide a net positive in girls'
inherently positive or negative, and women’s lives. This contrasts
however they can have a positive with the perspectives of some
and/or negative impact on girls in the sample, who feel
people’s lives, depending on more attuned to the risks they
how they are used. Despite face, possibly because the
this acknowledgement, overall risks are directly relevant and
expert interviewees tend to immediate in their own lives.
21
Malawi (Mzimba, Lilongwe and Zomba); Rwanda; Tanzania (Temeke, Dar es Salaam); Nigeria (Kano); India (Bihar and Rajasthan);
Bangladesh (Dhaka and Jessore).
31Findings
Theme Positive Negative
Education Phones help with schoolwork, for Distract from school and
catching up if you’ve missed school and reduce time spent studying.
for finding out when exams are happening.
Networks Phones can help you make new Introduce you to ‘bad friends’ who negatively
friends via social media and by influence you or teach you bad behaviours.
adding friends you meet in real life
and then keeping up contact.
Friendships Phones help maintain existing friendships. Threaten relationships through
gossiping and lying.
Freedom Phones allow girls to have greater Parents use phones to keep tabs
mobility as girls can reassure parents that on girls, read their messages and
they are safe when outside the home, therefore limit their freedom further.
and can therefore travel without them.
Boys Phones facilitate relationships with Phones give boys an unmonitored channel
boys, sometimes enabling girls to of access to girls and boys coerce girls
have secret relationships with boys. into meeting and use them for sex,
potentially leading to pregnancy.
Emotional Phones reduce loneliness, can make Overuse can lead to wasting time,
impact girls feel happier, calmer and give girls addiction and physical symptoms like sore
something to fill their time, which eyes or a ‘dry brain’. Phones can also lead
reduces boredom and entertains them. to stress due to bullying, and not being
able to ‘keep up’ with what’s going on.
Money Phones can be used for saving and Phones are often prohibitively expensive,
sending money and also help reduce particularly for girls who can’t find part
travel costs and wasted trips by time or piecemeal employment like
allowing you to call ahead or keep boys. Airtime, data, charging and repairs
in touch with family remotely. can also all ‘waste’ money, meaning
phones are accessed intermittently.
Social Phones modernise people, because they Phones can trigger strong gatekeeper
norms are a symbol of progress, and they offer responses that aim to reinforce traditional
access to the ‘global’ modern world, social norms e.g. early marriage, less mobility
and all the information it has to offer. (confined to the home, early curfew), often
with threats or reality of physical punishment.
Using secret phones can lead to draconian
responses from parents including beatings,
being stopped from going out and even
early marriage.
Safety Phones make girls and boys feel Girls feel more exposed to danger
safer, allowing them to call when offline (threat of street robbery), and
they need help or to communicate online (risk of online harassment. Boys
an accident or emergency. worry about having phones stolen.
Table 8. Positive and negative attributes of phones, by theme
32Findings
Case study:
Gaining mobile access
in Northern Nigeria
Irene, 15, Temeke,
Dar es Salaam
Irene is 15 years old and currently in Irene herself says girls can become ‘silly’
primary school. She lives in Temeke, when they get a phone and believes girls
which is a densely populated area with should use phones responsibly.
poor infrastructure in Dar es Salaam, with
her parents, younger sister and two older Emmanuel, Irene’s 16 year old brother,
brothers living together in one room. owns a basic phone he bought himself after
saving up money when he worked on a
Irene doesn’t own a phone but instead local building site. His parents don’t keep
borrows from her friend, Grace, a few tabs on his whereabouts like Irene, so he’s
times a week. She uses it to make calls, allowed to use the phone as he pleases.
mainly to her boyfriend but also to friends
and relatives who live outside the city. If she could own her own phone, Irene
says she would use it for chatting with
She says using the phone makes her, friends, family and her boyfriend as well as
‘…feel safe and free. If I don’t use a mobile watching videos and movies. She’d also like
I feel lonely. For example, when I miss my to use the phone to help her schoolwork,
boyfriend and I don’t have a mobile although she’s not totally clear how
phone, I’m always down’. a phone can do this.
Irene’s parents refuse to buy her a phone
as they are worried it will compromise
her safety as girls do not ‘understand
themselves’ and are not able to look after
themselves in the way boys can. They are
most concerned that a phone may lead
Irene to boys and men and then to sex and
are unaware that she uses Grace’s phone
to contact her existing boyfriend.
33Findings
Happy, 19, Temeke,
Dar es Salaam
Happy is 19 years old and lives with Happy has seen her friends experience
her husband in Temeke, Dar es Salaam. pressure to own a phone and recognises
Her husband bought her a Lenovo A1000 that sometimes girls can steal, or start
smartphone when they got married last relationships with men in order to gain a
year. Now she stays at home whilst her phone. She sees the main barrier to phone
husband works at a small shop (‘duka’) ownership as cost, which means boys
selling household items nearby. locally are more likely to own a phone
as they have more access to ‘piecemeal’
Happy uses her phone every day, checking work and can then save up to buy their
out friends and celebrities on Snapchat, own phones.
Instagram and Facebook. She reads news
and downloads pictures and videos which If she knew how, Happy says she would
she shares with her husband and friends. use her phone to find jobs or start her
Her phone makes her feel connected, own business but she’s not sure where
entertained and alleviates loneliness and to go to find the information she wants.
boredom. It also makes her feel safe,
especially as she is often home alone
when her husband is working late.
Whilst she loves her phone and says it
has made her life easier, Happy believes
both girls and boys should be 18 before
they own a phone. This is because younger
teens are not mature enough to use
phones responsibly.
34Findings
3. The barriers girls face
come in many forms
Female Male
Across all countries, adolescent Handset
costs
girls face a broad range of
barriers which restrict and Parents' safety
concerns
complicate their access to
Fathers
mobile phones. This includes don't allow
barriers that are physical, and
Mothers
more pertinently, social. The don't allow
predominance of social factors Family
may also be a consequence of disapproval
the respondents in this study Data costs
having some degree of phone
access. In populations where Own safety
general phone access and usage concerns
is less common, notably in more Community
disapproval
rural areas, physical barriers
may dominate. Don't know how
to use phones
Hard to
register SIM
47%
Don't have
time
Bad signal
of girls identified Problems
parents' safety concerns charging
as the reason why they 0% 10% 20% 30% 40% 50% 60% 70%
don't own a mobile
Based on sample of 896 girls Figure 2. Factors preventing phone ownership, by gender.
in 6 countries Respondents able to select multiple reasons (TEGA data, n=1,371)
Barriers to access infrastructure were frequently the first
barriers referenced by key informants,
Key informants highlight that barriers to however they also highlight a range of
access are complex and often intertwined barriers on the demand side that are
differently, depending on the context. playing a significant role in limiting girls’
Additionally many of the structural and women’s mobile access, particularly
barriers that girls and women experience around restrictive gender norms, digital
in society, for example around access to literacy and relevant local content.
income, play into and compound barriers However they observe that more data is
to mobile access. Supply side barriers needed to understand what this means
around cost/affordability and physical specifically for girls.
35Findings
Affordability is often To a lesser extent, physical Girls often face a range
the main barrier for girls infrastructure also affects of social barriers,
mobile phone access. 6% of
and boys which can overtake
girls mention it being difficult
to register a SIM card, 5% affordability as an issue
TEGA data from girls
interviewed in Asia, Africa and note issues with poor quality Girls across Africa and Asia
the US highlights that the main mobile signal, whilst 3% of in the TEGA sample referred
physical barriers girls face are girls report problems charging to a number of social barriers
around affordability. 42% of girls a phone. More broadly, there that they were aware of, or
consider handset costs as one is an age restriction on the experienced themselves.
of the reasons that girls don’t purchase of SIM cards in These were primarily related
own phones, whilst 13% of girls several countries, preventing to parental safety concerns
mentioned data costs. adolescents from buying SIM resulting in fathers and mothers
cards. Increasingly, purchasing not allowing ownership22 –
Physical barriers such as a SIM card requires the buyer highlighting the importance
a affordability are particularly to provide verified identification of parents or guardians for girls
important for boys and (GSMA: 2018). This frustrates in achieving mobile access.
a substantially higher girls in Bangladesh in particular,
proportion of boys in the TEGA as they are less likely to have In contrast a much lower
sample note that handset cost the required identification proportion of boys identify
is a major barrier to ownership. documents. social barriers to mobile access,
When boys do own phones, suggesting that boys do not
they often express frustration [Girls] do not have face the same social constraints
that the type of phone they parent’s permission, as girls, or do not see these
can afford is not the one that do not have relative’s social barriers influencing them
they want. as strongly as girls do. Across
permission... parent’s
the online dataset, 47% of
... If I had the money national identity card
female respondents have to ask
I would have bought [is] needed for SIM permission from a parent to use
a phone that is more registration that's a phone compared to 36% of
sophisticated the one why they can't use male respondents. The number
that I’m using, so that a mobile phone. of female respondents reporting
they have to ask for permission
I could use it to chat and (Girl, 18, Bangladesh)
to use a phone rises to 59%
do other things, but since in the TEGA sample when the
God has not given me terms are broadened to include
the opportunity and whether girls ever have to
means to buy another ask for permission (whether
one, I will definitely have from parents, siblings, friends,
neighbours, or someone else).
to be patient and make In Malawi, India, Nigeria and
use of the one I have. Rwanda, more than half
(Boy, 18, Nigeria) of girls need to ask permission
to use a phone, and in
Bangladesh just under half of
girls need to ask for permission.
In all of these countries, girls
require permission more
22
afety is such a significant and complicated issue, that a separate section
S
is dedicated to this further on in the report. frequently than boys.
36You can also read
