Gender Inequality: The Human Rights Violation of Denying Education to Women - Essay Example

Gender Inequality: The Human Rights Violation of Denying Education to Women Due When little children are asked what they want to be when they grow up it is not unusual to hear hopes of becoming a firefighter, police officer, a doctor, an actor, and, on occasion, a superhero. But what if your aspirations for your future were snuffed out as children for no other reason that because you were born a female? Although gender inequalities exist in ways both great and small, it is essentially, a universal wrong. All the same it would be difficult for many of us to imagine someone telling a female student that she cannot be a professional, an artist, or set their own goals. The only goals they need are how to conform to the traditional, typical place of females within that society. You are a girl so you can only become and wife and mother, any other aspirations are unrealistic, foolish, and in some cultures, blasphemous in the eyes of some faiths and philosophies. Women have been discriminated against throughout history for a number of societal, philosophical, traditional, and religious reasons; they are at the mercy of highly patriarchal environments. In some locations of the world the key element that deprives most women of realizing their greatest potential is the lack of education. Women, it is believed, do not need to be educated and are often legally not allowed to be educated in many cultures in the world even today. The human rights violation represented by denying education to female citizens literally cripples and impedes their quality life from the day they are born to their day their life ends. This essay will prove the potential human rights violations with a long list of negative side-effects related to denial of female education throughout the world Lack education maintains female disadvantage in the labor force, disadvantage economically, confines them to their society’s defined gender roles, and is a distinct violation of the individual human rights of women. Education is the most valuable tool and greatest means to positive opportunities in the future, hence its denial to women have led to serious quality of life concerns. Firstly, understanding some of the history of gender inequality reveals just how common discriminations against girls and women truly are. It some ways the denial of female education may be the oldest of all human rights violations. Then by delving further into how the lack of female education contributes directly to the inequality in the labor force, as foundational and higher education dictate the quality of employment and incomes they are able to earn. Next looking at how when young girls are educated they grow into women who may be far less dependent upon men for their day-to-day livelihood; this could aid in freeing women from much of the economical inequalities they have or are experiencing. Finally it is important to get a more thorough grasp on the how being educated can help young girls and women break free from the harmful and limiting gender stereotypes and culturally embraced gender roles. Additionally, it necessary to discuss the ethical and logical dilemmas, as well as address, the changes and potential efforts being made to improve the concerns related to the denial of female education around the world, both, past and present. By gaining a greater understanding of the issue it becomes clearer and clearer that this lack of education and all of the side effects associated with that lack of education, identifies the issue as a serious and extreme example of the violation of human rights. From the moment of birth, sometimes before, stereotypes related to the sex of the new baby are already being made. Human beings generally assign the color pink to girls and blue to boys, purchase dolls or trucks, and choose between tea sets and race cars based solely upon the basis of sex. However, there is a distinct difference between the term “sex” and “gender.” “Sex” is a biological assignment, but gender is a cultural creation that predetermines your future based on the nature of their sex organs (Crossman, 2014). These arbitrary stereotypes are long believed and can be extremely difficult to successfully overcome (Correll). Gender inequality between males and females has existed in most societies and cultures, including Europe, Canada, and the United States. This inequality continues today in parts of Asia, Africa, and the Middle East. Religions, traditions, and philosophies throughout time have favored a patriarchal societal structure in one way or another. The Judeo-Christian Bible stories introduce Eve, the first woman, as secondary to Adam, is responsible for leading Adam astray, and causing humanities expulsion from paradise. Other traditions represent male and female being complete opposites, Yin and Yang. If men are strong and good then women must be weak and bad. Later other perspectives would be entirely antithetical to this view. This perspective was based on a phenomenon called the “sentimentalization” of women (O’Malley, 2014). The idea was that women were too emotional and kindly to be bothered with life outside the safety of the home. This led to the image of the “happy housewife,” which lasted, in some cases, until the 1960s. This idea was captured by imagery of woman that happily applies make-up, styling their hair, wearing fancy dress clothing and high heels, just to do the cooking, cleaning, and vacuuming, while never losing her smile. Some believed women to be too good, too virtuous, and too loving to be troubled with the harsher issues of life like working outside the home, voting, or any kind of major decision making. Organizations identified the negative long term effects that not having a proper education was crippling the opportunities of women long ago and have worked to change this historical reality and put an end to the different facets of the human rights violations of gender inequality. Endeavors like the Women’s Suffrage movement and the Feminist movements were hardly well received in their times anymore than similar movements today. Given these differing, but unequal, realities girls and women were at an automatic disadvantage when it came to education (Bryan & Varat, 2013).Many believed that educating a woman was purposeless. The idea behind the ideology supports that females were too soft and truly not intelligent enough to be competent within the realm of education. The life of a woman would, inevitably be, in the home, working domestically, and managing the day-to-day household. Women had almost no active presence within society the way that men did. The only contribution women could hope to make to her society was to “raise moral children” (OMalley, 2004). They could not own property, earn wages, option to divorce, gain custody of children, borrow money, argue in a court of law, and, of course, legally attend college or university (Lorber, 2010). In the modern world today most individuals are progressive enough to realize that women are not, by nature, any way inferior to men. In fact, women and men together have been known to work tirelessly to eradicate the human rights violation of gender inequality globally. Of course, women have proven themselves far more competent, capable, and intelligent as any male of equal education and skill level. For generations women have known that the gaining the proper academic and formal education would change the future, for themselves, but, also, for generations of women to come. Education would be the one thing that would set off a chain reaction that would improve all of the other areas where gender inequality persisted, the labor force, personal freedoms, and presence as active citizens. Education could, potentially, free them from the social, economic, and gender confinement that had held them back for millennia (Restauri, 2013). Throughout the 19th and 20th centuries women, in the United States for example, fought through adversity and struggles to change the stereotypes and gender perceptions that stagnated the potential of education; much of which some women take for granted today (Lorber, 2010). Gaining gender equality for all girls and women globally begins with education from basic reading, writing, and mathematics to formal college admittance, and later entrance into the labor force and active citizenship. Accomplishing this will firmly establish millions of women as equal individuals who can earn and keep their wages, choose how they will live their life, and develop self-identity. A human rights violation exists when the quality of an individual or group of individuals life will inevitably be affected negatively or limited, based solely upon an arbitrary ideology, like all women are secondary to men, are not competent because of the nature of the sex organs, and for this reason are denied equal standing within their culture. “Education is an investment in a better long term future” (Duncan, 2013). Unfortunately, it is an investment that many societies, still today, are not willing to make. In many countries even considering the education of girls, even suggesting the idea, could be downright dangerous. In October 2012, Malala Yousafzai a Pakistani teen who was campaigning for the educational rights of all young girls and women was shot in the head, as were other campaigners accompanying her, by the Taliban for her actions. This violent response was meant to silence their endeavors and deter any similar behaviors. However, Malala survived her attack and is more than ever dedicated to gaining education, and, ultimately, gender equality for all females all over the world (Johnston, 2013). When stereotypes and gender roles exist long enough they ultiamtely can become a human rights violation as time moves forward. Changing societal norms and the cultural “status quo” is no easy feat and can frighten, anger, and breed strong, even violent, reactions from those who have little complaint of the society as it presently exists. Access to even basic education can lead to opinions, view points, and ideas that weaken the power and control of a purely patriarchal society (Duncan, 2013). Education, especially, higher education, offers greater earning potential for women within the labor force. Their potential presence not only defies older traditions it, also, forces men to compete with women for the same jobs requiring the same skills. Until the 20th century even women in within the working world still struggled gaining the same pay as their male counterparts. Their competitive presence in the professional industries, also, defied all preconceived notions of women as incapable or incompetent in academic and professional fields. This is a direct threat to the patriarchal societies globally, which is why changing it will never come easily. This has caused modern cultures that still maintain high gender inequality to work even harder to keep their female citizens from being inspired by freer women in the outside world. Human rights violations exist when individuals in a like group are prevented from realizing all that it is to be “human.” Human beings are intelligent and inquisitive, these innate traits makes learning a natural desire. If that desire is disallowed then it is damaging. Denying them this maintains this group as forever dependent on others for its existence. Education leads to self sufficiency and self reliance. This is another concern of educations that some cultures would like to avoid (Lorber, 2010). Women who have rights to an education are no longer at perpetual dependence upon a man for her security and income. Men would no longer have complete and total control over their wives and daughters, challenging everything that the patriarchal society that has long been believed. This is one of the greatest contributors to the preventing of gender equality in many parts of the globe (Duncan, 2013). Education frees women from financial dependence and allows them to have goals beyond housework and “pleasing” her mate. An edcuated woman can choose where she lives, how she lives, and is granted the unique and necessary opportunity to “please” herself (Restauri, 2013). If a right to knowledge when knowledge is desired by an individual is an inalienable right, then the right should not exclude anyone based upon race, creed or color, and certainly not gender. However, patriarchal societies are tremendously fearful of educated women. Again, the recent case of Malala Yousafzai, proves the lengths some are willing to go to the silence the call for gender equality in the realm of education. Women are living under the threat of, potential, death for seeking knowledge that is denied them solely to maintain them as a subservient class; not unlike a slave class. Women continue to suffer to gain proper equality in education, and all other facets of the cause. Even today, in the United States, women still have to struggle to gain acceptance in, generally, male dominated environments, like the military, police force, and the fire department. Education grants women the opportunity of a life outside of their homes. Hence women are often blamed for divorce rates, neglected or poorly behaved children, and for any other flaws within the American family. Had women never “selfishly” educated themselves and were in the home perpetually, where they belong, then the sad statistics would not exist. Women are made to feel guilty for excelling in education and chosen professions, while men continue to be celebrated for the same behavior (OMalley, 2004). This only goes to show that we still have a long way to go before true and complete equality are achieved. In many places, like the United States, much has changed for the better in the area of gender equality. From women’s suffrage to the feminist movement women are no longer subservient in their position and their human rights for an education have been realized, they have proven their worth after receiving it, and have contributed to benefit the world in many great ways, like Margaret Thatcher who became one of Britain’s greatest political figures, Marie Curie was awarded the Nobel Prize for her work with radioactivity and chemistry, Sally Ride, the first American women to achieve space travel, and, finally, modern role models, of course, like Malala Yousafzai, who represent the past and the future of the fight towards gender equality. It starts with education. The attainment of or the desire for it is continuing to inspire women all over the world. Neither sex nor gender should determine ones future. Individuals, of any gender, should be free to learn, grow and be productive within their lifetime in their own lands. It is continually necessary to bring education to girls and women who are still denied it. Fortunatley programs are being formed, word is spreading, and organizations are working to establish active education. As the world becomes more globalized it becomes harder to prevent women from being inspired by the rest of the world The United Nations has made a commitment to endeavors that will bring education to millions of young girls and women by the year 2015 (Johnston, 2013). However, the road to success is littered with pitfalls, snags, and breaks in the road. Gaining educational rights for all girls and women throughout the world is not just a matter of changing laws; it is about changing people’s minds and perceptions about gender inequality. This is the hardest aspect when dealing with issues that have become true human rights violations. Getting people who believe one thing whole-heartedly to believe something that is, perhaps, completely antithetical cannot be achieved in a day, or year, or a decade. Ending gender inequalities concerning the education of young girls and women means reworking, rethinking, and readdressing ideals that have existed for generations. All the same great efforts are being made and improving the quality of life of those who have suffered from the greatest educational inequality is certainly a worthwhile cause. Gender inequality is an antiquated mindset, which has evolved through superstition, traditions, and cultural precedents intended to benefit half of its society at the detriment of the other. Denying girls and women alone their education could be denying the world the cure to cancer, the next great innovator, or the next great thinker; any of which might change the world for the better. Women without education may never discover their own value as a person, individual, and as a woman, beyond their existence as an extension of children or spouses. That denial violates women rights and certainly the human rights of those individuals. Ultimately, it is true that much equality has been gained in many parts of the world. Women have come a long way in every industry science, business, politics, and medicine. Women have evolved from secondary characters in their own lives to “front-runners” standing securely on their own two feet. However, none of this would have been possible if women had not had access to education. Unfortunately, that education is still not available to women in all parts of the world. Changing that reality is essential if global gender equality is ever to be achieved. The concepts of inequality are primarily based on self-serving sexism and have no place in the modern world. Denying education is a cruel inequality that literally cripples the future quality of life of these women. If that does not typify a human rights violation then it is hard to imagine what would. Today, women all over the world are not as isolated or naive to the world as they once were, again globalization and modern technology makes inspiring the movement for education equality much more accessible than it has ever has been before. Education is truly the great “equalizer” and is the greatest key to changing the perception of gender and put an end to gender inequality throughout the world as a whole (OMalley, 2004). References Bryan, E. & J. Varat. (2013, July). Strategies for promoting gender equity in developing countries: Lessons, challenges, and opportunities. Woodrow wilson center for scholars. (pp. 1-37). Correll, S.J. (n.d.) Gender inequality in education. The center for the study of inequality. (pp. 1- 18). Crossman, A. (2014). Sociology of gender. Retrieved from http://sociology.about.com/od/Disciplines/a/Sociology-Of-Gender.htm Duncan, A. (2013, April 23). Education: The most powerful weapon for changing the world. Retrieved from http://blog.usaid.gov/2013/04/education-the-most-powerful-weapon/ Johnston, I. (2013, July 12). Malala yousafzai: Being shot by taliban made me stronger. Retrieved from http://worldnews.nbcnews.com/_news/2013/07/12/19432997-malala- yousafzai-being-shot-by-taliban-made-me-stronger? Lorber, J. (2010). Gender inequality: Feminist theories and politics. (Fourth edition ed., pp. 1- 12). New York-Oxford: Oxford University Press. OMalley, M. (2004). Women and equality. Exploring US history, 1. Retrieved from (OMalley, 2004)http://chnm.gmu.edu/exploring/19thcentury/womenandequality/ Restauri, D. (2013, April 30). Why educating girls and women changes everything. Forbes, 1. Read More