Entertainment-education (E-E) is increasingly utilized as a strategy throughout the world to promote prosocial behaviors in health, international development, and gender equality. Although E-E efforts can be traced to the 1950s and 1960s (Sherry, 1997), the rate at which academic institutions, governmental agencies, and nonpolitical groups create, implement, and evaluate

E-E interventions soared, especially in the past three decades. By 2002 an estimated 200 E-E interventions had been implemented inmore than 50 countries (Bouman, 1999; see Phyllis T. Piotrow and Esta de Fossard’s chapter in this volume).