Minority Girls In Undeveloped Countries

Gender inequality has maintained the suppression of women worldwide and unfortunately has impacted third world countries with the greatest magnitude. Everyday in these countries there are countless occurrences of physical, emotional, and psychological abuse that must be acknowledged as a primary concern for the world to help overcome. It is however important to recognize specific cultural and religious practices of gender hierarchy that are accepted by women in these countries. While keeping this in mind it is of paramount importance to keep sight of the consequences of abusing these cultural practices at the expense of women’s liberation and development.

All over the globe, violence and discrimination against women and girls violates their human rights and severely compromised their perception of equality. Culture, false beliefs and ancient traditions, such as early marriage, the nuclear family, gender-based discrimination, which lead to violence against women and femicide, destroyed young girls ' mental and physical wellbeing and self-esteem by supporting the ideas that gender-based discrimination and inequality is acceptable in our societies.

All of those disadvantages for women in modern society are affecting young girls, and it is hard to raise daughters in today’s culture. We as a country should not just let this inequality continue. Men and women should be treated equally and it is important for parents to raise their kids to make the future less

Also government does not give them enough money to have the extra classes they just have core classes and nothing else. Education is poor as you see. Women not a lot of priorities in school men are given a lot more priorities in school “boys are given priority in education.” (Giaya). This is stating that real world examples show that women are given as good education as they do in America. Women are not allowed to make their choices when they want jobs they have little to no options compared to men they have a better chance of getting a job compared to men because they do not get as good of an education shown here “women can not get jobs such as engineers or doctors that require a lot of education.” (Giaya). School does not have the extra activities we have like recess and estar activities like our oak basketball team. “It's like you go to school to school and learn academics and nothing else.” (Giaya). This is showing that real students like us just living In differen up environment are treated differently because they don't have enough

Higher education was the necessary foundation women needed in order to be recognized as valuable members of society. However, females often received inadequate schooling. A traditional education was aimed

In “Investing in Education”, Nicholas Kristof and Sheryl WuDunn illustrate how having the power of education can help overcome poverty, inequality and economic development. It’s begins with the story of a young girl the met when they were newly married, Dai Manju, in China. The family lived in a one room wooden shack, with no running water or electricity, plus they share the space with a large pig. Dai Manju is an excellent student, but she was forced to drop out of sixth grade, because her parents didn’t see any reason for girls to get an education if they going to spend their time “hoeing fields and darning socks” (Kristof and WuDunn, 167). However, Dai Manju life changed drastically when Kristof wrote an article for the New York Times about her story.

The issues of domestic violence, focusing primarily on black ethnic minority women . To be able to understand the problem of domestic violence, it is vital to recognize that violence toward women is an international reality which has been recognized as a major public health issue (Shipway 2004). According to Shipway 2004, the acknowledgment of domestic violence internationally as a major public health has seen a readjustment in numbers in many areas that are dealing with domestic violence, but there are still some areas where little if anything is done to support women abused by intimate partners. The issues have increased where minority women have been lumped into one category and not considering their different cultural and religious differences.

As such, the exigency of equal opportunities in destitute countries is then proffered by Lessing within the exordium through the tricolon, “There is no atlas or globe in the school, no textbooks, no exercise books”, as the succinct description of the educational environment within Zimbabwe, provocatively elucidates the clear inadequacy of education within developing nations, compared to developed nations. In light of this, this comparison between developed and penurious nations, is elicited through the constant contrasting between the developed and destitute throughout the speech, notable through the juxtaposition of the “school in North London” with the “School in the blowing dust of north-west Zimbabwe”, wherein the poignant illustration of the different pedagogical environments and literature within disparate culture emphasises the need for educational equality. In light of this, the speech then pivots, using persuasive rhetoric having already attained audience engagement, as Lessing explores the power

The proportion of children who are enrolled in primary schools has increased from 49% to 77% in the past decade in sub-Saharan Africa. This increase in enrollment is due mostly to the initiative of the governments from these regions to improve universal primary education. However, much remains to be done because even though enrollment has been made a possibility in a lot of these countries, there are a lot of other variables at play that still prevent children from receiving a quality education. Things such as poverty, cultural traditions, gender violence, and the incidence of early marriage are a major reason for disadvantaged groups, particularly poor girls, not making as much progress in enrolling

Women’s education is the most strategic investment as it yields remarkable developmental benefits for every economy across the world. The word female is developed from the word male and every male is born out of a female. But, it is ironic that these same males discourage females to exercise their rights, especially the rights to education and freedom. For example, many South-East and Middle-East Asian countries like Pakistan, Bangladesh, Afghanistan, Nepal, Saudi Arabia, India and many more do not encourage women to step out of their houses and seek education. The same situation prevails in various Sub-Saharan African countries as well. The societies of these countries are extremely orthodox,

“Western form of educations introduced [were] mainly to male children. In many places women were not allowed to go to school at the initial stage” (Modupe).

Women in South Asia face many barriers to leadership because of their gender, gender role assumption and ethnicity. Society constructing stereotypical assumptions, not only makes it harder for women to achieve political positions or leadership positions, but it also increase the difficulty in participating in an educational system, studying and culturing themselves in becoming rich of knowledge. One of the major barriers faced by adolescents girls in Asia, specifically in Nepal, is the freedom to education. Local institutions are cultivated to be not acceptable by women, because their main focus should be religion. Religious organizations take over the institutional and educational systems because of the socially constructed thinking society

An analysis of example can be derived from the aforementioned discriminatory sexist roles in India that prior to globalization highly favored the male population verses the female population. The female population in India has previously been less than second class citizens. Indian women's cultural roles have been previously defined by traditional customs that are centuries old and no longer apply in this day and age. Previous to globalization, Indian women were to take total domestic responsibility. They were not allowed formal education as the majority of teachers and pupils were male, and the chances of a female remaining chaste was slim in those settings, and related to tradition, females

Traditional and cultural practices reinforce the power of men in African societies and are often embraced without any questioning. Tambu, is denied access to education because she is a girl. Tambu’s father’s refusal to further her education is influenced by cultural assumptions, which consider education to be a male preserve. Tambu’s

There are many potential issues that can arise when embarking on a venture such as this. Ethically, there are issues that K8GEO can help address, and other that could be encountered. Gulati (2008) explains two of these as “the social and cultural restrictions imposed on girls and women” in some cultures, and “The complexities of systems and funding compounded by local cultural issues hinder access for less privileged groups”. These are serious issues that must be analyzed and accounted for in each individual case when deciding where to expand the K8GEO program. By properly presenting and implementing these programs, K8GEO will attempt to address issues such as this and drive home the message of equality for all people in regards to education. History has shown that social changes take time, but the goal of K8GEO educational programs can help champion such changes.