The Macro Sociology Perspective

In society, there are some misconceptions about who Muslim women are and the identity they have. Through hasty generalizations, Muslim women are often depicted as being only Arab, figures of oppression, and being poles apart with everyone. Popular media fails to recognize the diversity in this group in terms of race, ethnicity, nationality, cultural norms, gender role, education attainment level, occupation and upbringing. I believe that the intersection of social inequalities in these identifying components has rendered Muslim women invisible in society.

In todays society there is an abundance of social problems and one that is notable is illness and health care. This particular social problem has raised some attention among society. Individuals tend to analyze it from one of three perspectives. These three sociological theories/perspectives are the structural-functionalist perspective, the conflict perspective, and the symbolic interactionist perspective. Each has a different approach to the causes of this social problem.

In most countries, women have less access to education than their male counterparts. According to UNESCO (2013), of the 110 million children out of school in developing nations, 60 percent are girls; women also represent nearly two-thirds of the world's illiterate population. Some countries are even worse than others. Examples include the fact that nine out of ten Afghan women are illiterate, and the shocking truth that only one in twenty attend school beyond the sixth grade. Chad is another prime example of the disparity between men’s and women’s educational standards- only ten percent of Chadian girls have completed elementary school. Women with higher education tend to be healthier, earn more, have fewer children, and provide

While this point is valid, the author’s friend, Nadine, brought up an excellent point, stating that “if you dress and behave Western you are compelled to be Western. Islam gives you yourself” (118). Nadine argues from a different perspective, solidifying the idea that while Islam can add to the stigma women face, it can provide freedom and self awareness as well. Her quote provides insight into the idea that values from Western culture and the values of Islam cannot be fairly compared, as each have their benefits and downfalls for women.

1. Abu Lughod argues that the “liberation” from burqas, wanted by American women for Afghan women, is an extension of colonialism and western domination because the western women fail to understand what liberation is for the Afghan women. Western women think that the Afghan women are unhappy with their religion because it physically restricts them. On the contrary, Afghan women like their burqas because they feel it brings them closer to Allah. They also culturally disagree with the openness of American fashion. The idea that western women do not take into account the Afghan woman’s perspective on life, and automatically assume that they are trapped by their way of life, can be compared to America’s way of “helping” nations that they believe

In her article, “The Veil in Their Minds and Our Heads: The Persistence of Colonial Images of Muslim Woman,” Homa Hoodfar explains that western society’s view of the Islamic veil is one of imprisonment of women by their male counterpart, which limits their daily lives and opportunities, such as studies and jobs. However, Hoodfar states that is a very racist stereotype of Islamic woman. Hoodfar and many other Iranian women see the veil as a religious choice that also beautifies them while keeping them modest. The veil also gives them certain powers over men, which in turn gives them independence from men (Hoodfar, 11).

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

In today society, there are various ways an individual may perceive things based on the concepts of macro-level sociologist and micro-level sociologist. Therefore a closer look at macro-level and micro-level sociologist how the study concept of these two are differently when thinking of poverty. Poverty is defined as a formal of being poor, being that simple necessities are not being met in this society today. There are two types of poverty the first being absolute poverty and the second one being relative poverty. Absolute poverty is defined as when people cannot attain sufficient resources to funding the lowest physical health.

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

One of the global issues that women in developing overseas countries face is a barrier in education. Females in India will have a different experience of education inequality than females living in Australia. The number of out of school children in India 64% are girls, which is the equivalent of two-thirds of all children whom are illiterate ageing from 15 - 24 being female. Girls in Australia receive equal education throughout the country, this is evident in my micro world of a year 12 high school student. Although I am fortunate to live in a country where my education is not limited because of my gender, it does not mean all women are given this critical right of learning.

Many opportunities are not present in terms of equality when schooling is the topic. An instance of a lack of similar chances can be identified between the high and low-class populations of different countries such as Nigeria or the Congo. These countries are rarely able to provide a consistently adequate learning system, leading to an insufficiency of attaining

Gender bias is a huge barrier that prevent girls from gaining knowledge at schools. That is the reason why illiteracy rate of female is increasing. In some countries, especially, in Asia, prior generations usually consider that girls don’t have to access with high education because their main responsibility is being wives. The generations argues that female’s task is housework, so they don’t need to get educational certificates in order to apply for a job. Because of the gender bias, girls have no chance to get knowledge from school and become illiterate

Western countries like us North Americans take education for granted and we don’t realize how fortunate we are. We complain about attending classes and completing our homework, while there are many girls fighting for our privilege. Are you aware that there are still many countries where girls don’t have access to education? `Education is an essential human right that developing countries such as India, Pakistan,Afghanistan were intended to have access to already! This resembles as one breathes, eats, and drinks. I fully agree with the UNESCO research, which demonstrates that education transforms lives. Unfortunately, this transformation seems to be unacceptable for many in developing countries. They desire women to be dependent, enslaved, and

Approximately 75 million children around the world have no opportunity to attend primary school. Of the 75 million, most of them are girls due to tradition or parents that hold them back from attending ("Main Navigation"). Other factors that affect children from going to school is because of conflicts and wars that result in schools to be destroyed and families to flee the country. Lack of education is a growing crisis due to many factors in developing countries but it has the power pull a country out of poverty and make them economically stable and attract other countries to trade, therefore it should be seen as a priority. Developed countries are involved to help countries increase their education because every child should have the

This is a significant aspect of the course because the article examines the strengths and weaknesses of femininity through a cultural Muslim perspective and the reading is a prime example of how ideologies regarding race affect those involved. In class we have discussed the significances of social constructs and how assumptions are made on the basis of physical characteristics. In this situation, identity is related to gender as Muslim women are categorized as both good/respectful and rebellious/evil individuals because they are apart of a culture where they are both oppressed and liberated simultaneously.