Problem-Solution Argument - Essay Example

Problem-solution argument Introduction Rich outlines and discusses basic features that are observable within education circles in that women face ‘discrimination’ when it comes to university education as well as in occupation. She argues that the world of education is discriminatory against women in itself where she says that the systems at play fails to equip women to be fully responsible of own affairs as does for men. It is through the argument of ‘wholeness’ that she states the solution as being in young women in university levels of education taking own initiative, understanding what is necessary for their learning and taking the challenge themselves to learn it. It is arguably true that women are often depicted as an ‘inferior’ gender to men in almost all aspects of life. Under this postulation therefore, men are portrayed as supreme to women and this explains why some employments are typically reserved for men while some courses in education are reservations of the male students. However, an arguable question would be posted on whether women are inferior in education to deserve such a ‘lighter’ treatment than male students especially within the 21st century when women has proved beyond doubt that what men can do, women can equally do and or even better. Discussion of the problem The main challenge identified in the systems of education as they have been and are is that the discrimination is a problem of a social creation. By this, the study argues that creation of distinction between women and men is in itself a creation of the society as against the ‘natural’ creation. This paper argues this based on a Saudi Arabian study, which identifies local norms, traditions as well as predefined public education structure within societies as the main hindrances on effectiveness in educating women. However, the article identifies that the Saudi Arabian government is in the forefront in reforming the systems to be more accommodative for women education and thus improve on their education empowerment through which the gaps between men and women on educational levels would be reduced (Booz & Company Inc, 1). A tag between traditions within the societies we live in and the changing times in ‘inter-gender’ perceptions would therefore been pointed out as the main challenge that women face in pursuing higher education alongside their male counterparts. However, as Rich pointed out, the problem is more rooted within the ‘one sex’ higher education colleges and institutions where the curriculum offered intentionally restricts the students a chance to understand what they ought to learn but are not taught. Discussion of one solution According to the article by Booz & Company, the solution to this long-lived problem is with the government as the main stakeholder within the curriculum development and as the main regulator within the social systems. The argument here is that the government has the capacity to change social structures and frameworks especially those confined on traditions, which are detrimental to development. However, despite the efforts and role of government(s) being seen as mere facilitation, the solution of the nature of ‘social problem’ can only have its solution found in the society itself. The main responsibility of the government here would only be to create favorable environment through incentives and infrastructural development while the correction of the vice should only emanate from the society itself. For instance, the article shows that the traditions of the natives in Saudi as well as the religion has a critical role it plays in defining the level of empowerment of women. Though the government in Saudi has invested much resource in the past in reforming public domain of education, an equal result in having more women acquire the necessary educational empowerment is yet to be observed (Booz & Company Inc, 1-3). This therefore shows that however the government would invest in ensuring women are not discriminated against women in education, addressing social norms and such traditions would be more effective. However, it is to be acknowledged that the challenges in having well defined and inclusive curricular in education are the sole role of the government(s). Besides, resource constraints with the people leave the government as the main player in developing necessary infrastructure for education. Discussion of alternate solution Improved personal perception(s) and attitudes on importance of education in women is one other solution to the challenge that women face in acquisition of higher education. This is because, as a social creation, the disparity between the attainments of post secondary education by women is influenced by the social creation of such factors as age, family responsibilities as well as occupation. These factors are seen to be engraved in the minds of women where for instance, when women have kids, the society perceives it as time to settle down for marriage as against pursuing education. However according to an article “Circuitous Routes: AAUW Study Examines Womens Paths to College” (para 1-4), these are social creations that influence the way women perceive and understand the obstacles they face. Overcoming these challenges has been seen to lay greatly with the individuals (the women) who should overcome these definitions and stand to pursue education over the limitations of age, family status as well as the job placement. This therefore points out that though this problem is the creation of the society, the most effective tool to overcome it is through change of attitudes and personal perception (Dave, Hope and Nancy, 251-155). Discussion of best solution The problem of disparity in the societal perception of women as against men in education and empowerment can have various solutions. However, the effectiveness of the different solutions that would be considered may differ hence the need to establish the most effective one. From the foregoing discussion, one thing is observed and this is that the problem is a creation by the society. Among many societies, women are perceived differently from the way men are perceived. This has applied even to the education and empowerment where women face many challenges that emanate from the social structure. In particular, the creation of distinct different curricula for men and women in education cannot be understood otherwise except though the social ‘eye’. As Rich insinuated, there are things that women need to know by themselves in order to overcome these problems created by the society, which defines women as relatively weaker to their male counterparts. This paper identifies the ‘social solution’ discussed to be the most effective e among other solutions that would be pointed out in this problem. This is because, by nature, this is a problem that is seen to emanate from the social fabric itself. It would therefore not b e any effective to seek the solution from the government and institutional structures, which in some ways have been used to propagate the vice. If the society would therefore reevaluate the governing social norms and perceptions of women as inferior to men, then education attainment by women especially at the post secondary levels would not be problematic. The solution therefore suggests that effectiveness in addressing the challenge would be dependent on the capacity to restructure the social attitudes, perceptions and traditions that are detrimental to development. Conclusion This paper has undertaken an in-depth analysis of the challenges that women face while pursuing higher education in many societies particularly those that perceive women as inferior to men. Women education faces challenges that have origin from societies themselves in that they are created and propagated by the societies themselves. This paper analyzes the main solutions as being through government intervention, the change of persona attitudes as well as changing the social perceptions. The solution by changing social perceptions and attitudes has been suggested as most effective solution because the problem itself is a social creation by itself. Overcoming a problem of social nature would be best through solutions that are social in nature as against other tools as would be employed. Works cited Booz & Company Inc, “Women’s Education in Saudi Arabia: The Way Forward” 2009. Print. 17 Feb. 2014. “Circuitous Routes: AAUW Study Examines Womens Paths to College” “study experience” nd. Web. 17 Feb. 2014. Dave, Dhaval M., Hope Corman, and Nancy E. Reichman. "Effects of Welfare Reform on Education Acquisition of Adult Women." Journal of Labor Research 33.2 (2012): 251-82. ProQuest. Web. 17 Feb. 2014. Read More