Empowering Women And Promoting Gender Equality

“The world has gotten more verbal; boys haven’t,” Richard Whitmire. Educators and administrators always had a desire to notice which students were facing difficulties within the classroom. Since the 1990s, they were able to specifically pinpoint what students were struggling; the female students. Years later, educators began to look at, what they called the gender gap, yet again to see if female students were improving their performances within the classrooms. Female students were improving their performances with flying colors, yet the male students scores and results showed concerning data. The gender gap, between male and female students, within education is a debate that has been researched habitually over the years only to show evidence

However, its argued that the improvement of females in education could be the result of the decline of males, therefore making the gap between gender differences not that significant.

There is a lot of compelling evidence to support the view that changes in the education system has resulted in differences in educational achievement between males and females. There is no denying that the statistics show girls are outperforming boys at every level in education, but the question is whether this is largely related to changes in the assessment process and the way each of the genders is educated or whether there are other factors causing the differences.

Women’s equality is an issue that has been around for awhile. While women have been given many rights to increase equality, including the right to vote and go to college, the problem hasn’t completely vanished. One area that still sees this is in sports. Women’s sports do not draw nearly as many fans and are not covered in the media as much as men’s sports, pay differences between male and female athletes are large, and female athletes have to wait longer to start their professional career than men, which risks their professional career before it even starts.

This graph shows a significant increase of girls attending secondary schooling 2003 then in 1995. You can see how developed each of these countries have become over the course 8 years, which really isn't that much. Women are taking charge of their education and want equality in education as well as in the economy.

A 2008 study estimated that countries that fail to educate women at the same level as men lose out on $92 billion USD in gross domestic product growth each year CItation. Girls who have 1 year of education above the national average tend to earn ten to twenty percent more than the national average income later in life. Educated women can raise a country's gross domestic product.

Education is a basic human right and an instrument of change needed to achieve goals of equality, development and democracy. It is a powerful tool that allows people to lift themselves out of poor economic situations and participate fully as citizens. A significant problem exists in the world today: only 30% of girls are enrolled in secondary education worldwide (The Right to Education). Gender inequality in education occurs because of poverty and cultural attitudes about the status and role of women. In the United States, significant progress has been made towards equal educational rights, but gender disparities still exist. We need to continue to work toward equality for women in education not only in our

Throughout centuries gender inequality has been a crucial downfall to women’s education. Till this day women in multiple countries still such as Cambodia, Pakistan, and Morocco are denied the opportunity to pursue an education and are even persecuted if they attempt to. In other countries like Guatemala, poverty is the main factor as to why women are likely to not receive an education because families would rather send their sons simply because he is a boy. Many women in these countries are illiterate because boys are favored to receive an

In the field of comparative education, analysing the ways in which teaching and learning can be gendered is an important topic of discussion. Recent studies surrounding girl’s schooling in the developing world, specifically in sub-Saharan Africa, raise questions about the relevant of gender parity as a means to obtain educational equality. The number of out-of-school children consisted of disproportionately of girls in many countries in sub-Saharan Africa. Thus, comparativists often use quantitative data to analyse the female-to-male ratios on enrollment, access, and educational achievement. The Millennium Development Goals (2000) also focused on increasing access to primary school (Goal 2), and eliminating gender disparities in primary and secondary schooling (Goal 3). Yet, such quantitative data does not reveal whether gains in enrollment translate into gains to the social status of women’s livelihood in developing countries.

According to Madeline Kennedy- Macfoy’s article “Standing up for Girl’s Education on Malala Day,” organizations such as the United Nations Educational Scientific and Cultural Organization (UNESCO) and the Government of Pakistan hold many events to recognize the importance of education all around the world; yet women and girls in Afghanistan and other areas in the world still receive the least amount of education. According to “Education: A Human Right For Girls” by Michele Clark and Larisa Warhol, one hundred twenty-three million people still lack basic reading and writing skills and girls comprise sixty-one percent of that number. Girls get primary education, but when it comes to shaping their future, the secondary or higher levels are no longer available (Clark and Warhol 8). Even girls in primary school in countries all over Africa “have less than a 50% chance of completing primary school” (GCE 6). In 2009, primary school attendance in Pakistan “was only 66 percent” (Clark and Warhol 7). Global Campaign for Education states “…two thirds of the world’s 796 million non-literate adults are women…” (GCE 7). In Pakistan, “four in ten women over the age of fifteen can read and write, compared to 70% of men” (GCE

Today most children in the United States attend classes where gender equality exists. Students have classes in which both boys and girls are treated equally and are friends with one another and that is all that they have ever known. However, this is not always the case in every country. As of 2015, 53% of the children who are not attending school throughout the world are female ("11 Facts About..."). Gender inequality is an important issue that needs to be focused on and fixed throughout the world, especially within the education systems. Although many people are aware of this issue, most people do not see it as a priority in the world right now. The gender gap in education systems throughout the world needs to be closed because gender equality is a necessity in the world and this is where it all starts.

In the article education in developing countries, it discussed education issues and how it has an impact on gender and developing countries. It talks about how 97 million children were not enrolled in school and half of the 97 were girls. We talked a little about years of school in countries and how boys tend to go to school longer than girls. This article elaborates more on the factors behind it such as lack of teachers, cost, access, and more. Other reading have also mention education in developing countries as well as the differences between boys and girls length of education. In Where Am I Wearing, Kelsey touched upon the topic about how children didn’t go to school because they had to work to help support their families. He also made a comment that parents in the US send their children to school, while parents in our countries send their children to collected bottles. It’s clear, that there is a difference as far as education in developed and

When it comes to identifying educational inequality among boys versus girls, the matter of contention seems to remain conclusive among this type of academic research however, there is an opposing side altogether. In Bartlett’s article, he draws attention to a rather opposing view conducted by the American Association of University Women. In 2008, the AAUW released a report, “Where the Girls Are: the Facts About Gender Equity in Education,” contending that academic disproportion between boys and girls has been exaggerated and closely defines much of this same research mythical. Furthermore, the report insist that, “The past few decades have seen remarkable gains for girls and boys in education, and no evidence indicates a crisis for boys in particular.” (American Association of University Women, 2008) The report continues on, declaring that the overall educational achievement rate has been on the rise; improving since the 1970’s. And, although this report does takes a stern approach in disproving many articles and research suggesting that the academic success of girls

While there has been much progress in achieving educational plurality, the institution of education is still noticeably gendered. The aim of this presentation is to show the audience some of the great disparities certain segments of the global population face in attaining education. Unfortunately it is marginalized groups like indigenous populations and ethnic minorities that face most educational hardships in any given society but amongst these already disadvantaged groups, women and girls are even less likely to receive a good education, if at all. They are the disparities among minorities struggling not only for education but in many cases, for their very survival. In rural areas many are forced to leave school to get married and

Throughout the past few decades, the gender inequality discourse have became a dominant feature of international, national and local policy debate on the subject of economic development. This policy concern has emerged as an area of scholarly research which seeks to show that improving gender equity leads to economic growth.