Author: Rulin
Layout: Vicky
Editor: Elleza
One of the most prevalent topics concerning gender equality is access to education. Girls are provided with fewer academic opportunities compared to their male counterparts and are more likely to be discriminated against in certain fields of study. This can be attributed to the societal stigma surrounding the roles of women, as displayed through inequality in the workforce, stereotyped biases, as well as lack of political representation. Education is a positive externality that benefits both the individual and the country. Research shows that education is a key contributor to economic growth in developing countries, as it leads to improvements in medicine, income, human capital, and empowerment. Thus, creating access to equal education should play a significant role in policymaking (IIASA Policy Brief, 2008).
Education equality asserts that everyone, no matter circumstance or ability, can achieve high-quality education. Meanwhile, societal gender roles play an important factor in invalidating a safe and comfortable learning environment for all sexes. Equality means more than just allowing girls to go to school. Equal education “is also about ensuring that girls learn and feel safe while in school…gain socio-emotional and life skills necessary to navigate and adapt to a changing world; make decisions about their own lives; and contribute to their communities and the world.” (World Bank) This leads us to a few questions: What does it take to overcome gender stereotypes? How can society cast off these traditional biases?
Why is it important, albeit difficult, to create equal education? (UNICEF/UN0211138/Noorani) A young girl solves a math equation on a blackboard at Umbatah Basic School for Girls in Kadugli, Sudan. https://www.unicef.org/education/girls-education According to UNESCO (United Nations Educational, Scientific and Cultural Organization) statistics, in 2019 there were about 129 million girls (under the age of 18) who were out of school around the world. Among them, the dropout rates of women in FCA (fraud, conflict, and violence) countries were 2.5 times that of men. Often, the results of warfare, insecurity, and unsanitary learning environments overlap, making education harder to achieve, nonetheless, the education of girls.
The problems related to gender inequality in education are a mix of traditional stereotypes and struggles with maintaining adequate learning environments.
Traditional Stereotypes - The OHCHR (Office of the United Nations High Commissioner for Human Rights) defines gender stereotyping as the practice of ascribing to an individual woman or man specific attributes, characteristics, or roles by reason only of her or his membership in the social group of women or men. Women are commonly stereotyped to be irrational, overly emotional, and nurturing. On the other hand, men are inherently clever, rational, and less affectionate. These stereotypes are built into children’s toys, and commercials, and are commonly creating parameters for how different genders should behave or dress. The social role theory states that gender roles and stereotypes stem from cultural expectations, thus shaping the constraints of society. (K.A. Valentine, N.P. Li, 2012)
Women in many rural communities are seen as only objects of reproduction and are thus tasked with raising children under dire economic circumstances, as they belong to underdeveloped sections of their society with no means of bettering their situation. Many traditional families see no advantage in investing their scarce resources towards supporting education for their girls. In India, traditional preferences towards male children have caused Indian women to have one of the highest illiteracy rates (compared to men's illiteracy rates) in the world. (Bose, 2012).
Poverty - In addition, poverty also adds to the stress of advocating for equal education. As mentioned before, rural families are more likely to invest in education for heir sons, especially parents with limited financial ability. Hence, the struggle of poverty makes education as a whole more difficult to attain, not to mention the challenge of equalizing gender roles in a society that only values male contributions.
Pandemic - According to the World Bank, during the 2014-2016 Ebola outbreak in West Africa, women and girls experienced more sexual violence, coercion, and exploitation, as constant quarantine made parents devalue their daughters’ education. When schools reopened, many “visibly pregnant girls” were banned from returning, largely due to the stigma surrounding teenage pregnancy. If something isn’t done, these prejudices will, most likely, only increase drop-out rates of pregnant or married girls in the future. (World Bank).
Improvements toward gender equality could be observed, until the burst of the COVID-19 pandemic put a halt to the effort. According to the National Library of Medicine, “Gender norms and roles relegate women to the realm of care work ‐ which includes household labor, care of children and sick people ‐ that are needed for the sustenance of families, communities and health systems but are invisible, non‐monetized or underpaid.” (John et al.) The pandemic has increased pressure and violence against girls and women by jeopardizing their health, safety, and overall well-being. Realizing equal education is an imperative chapter in women’s empowerment. To approach equitable opportunities, society must learn to eradicate gender biases and stereotypes. Biological differences do not determine a person’s ability to thrive in school. Education is a human right, yet barriers to girls’ education coalesce to form an insurmountable wall towards achieving equality around the world./
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