Developing an Adolescent Empowerment Theory of Change

Current frameworks for and studies on empowerment often build upon Kabeer’s 1999 operationalization of the term, which breaks down the term into three separate components: resources, agency, and achievements . For the past... [ view full abstract ]

Current frameworks for and studies on empowerment often build upon Kabeer’s 1999 operationalization of the term, which breaks down the term into three separate components: resources, agency, and achievements . For the past decade, CARE’s programming has centered around women and girls’ empowerment building upon Kabeer’s foundation; this time defining empowerment as the intersection of agency, structures, and relational support. Diving into these theories, they are built within an adult world. When conceptualizing the term with adolescents in mind, do the same three tiers of foundations hold? Adolescents are not just adults in training; they have their own needs and unique positioning within their own environments and communities. CARE has begun to hypothesize a new theory of change for adolescent empowerment. Core to the design and foundation for this work is the theory that a combination of: high-quality, relevant education, that promotes the development of leadership skills and encompasses critical life skills as well as academic knowledge; the improved ability of adolescents to make informed choices; an environment that ensures that girls feel safe and supported emotionally, physically and socially; and a society with equitable gender norms will lead to empowered adolescents, especially marginalized girls, who are able to build capabilities and pursue opportunities to realize their aspirations. The purpose of this “pop-up talk” is to instigate discussion regarding key components for adolescent empowerment: are these the right components?