2015031915034604-Understanding of Gender Based Equality and Inequality
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Transcript of 2015031915034604-Understanding of Gender Based Equality and Inequality
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Gender Studies in Malaysia: HNS3073Lecture : THREEUnderstanding Gender Based Equality
and InequalityGender ga in educati!n in t"ede#el!ing c!untries$act!rs in%luence !n gender ga in
educati!n
M Sultana &la'
Se'() (0*+,(0*-
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Understanding !% Gender .ased
Equality
Gender equality can be defined numerous ways.
Generally, gender equality means equality
between men and women.Gender equality requires equal enjoyment by
women and men of socially-valued goods,
opportunities, resources and rewards.
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Understanding !% Gender .ased
Equality /!nt12
Gender equality defines that the different
behavior, aspirations and needs of women and
men should be considered and valued equally.
It does not mean that women and men have to
become the same, but that their rights,
responsibilities and opportunities will notdepend on whether they are born male or
female.
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Understanding !% Gender Based
Equality /!nt22
Another way, gender equality is the fairness of
treatment for women and men, according to theirrespective needs.
This may include equal treatment or treatment
that is different but which is considered equivalent
in terms of rights, benefits, obligations and
opportunities.
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!ncet !% Gender Equality
The concept of equality is that all human beings,both men and women, are free to develop theirpersonal abilities and mae choices without the
limitations set by stereotypes, rigid gender rolesand injustice.
According gender based equality men andwomen should receive equal treatment, and
should not be discriminated against based ongender.
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Understanding !% Gender Based
Inequality
Gender based inequality is that it is not an
individual matter, but is deep rooted in the structure
of societies.
Gender inequality is built into the organi!ation of
marriage and families, wor and the economy,
politics, religions, the arts and other cultural
productions
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!ncet !% Gender Based
Inequality
Gender inequality is built into the organi!ation of
marriage and families, wor and the economy,politics, religions, the arts and other cultural
productions.
"aing women and men equal, therefore,
necessitates social and not individual solutions.
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The #ie4 !% Internati!nal 5rgani6ati!n
!n Gender .ased Equality
Gender based equality is the one of the goals of
many international organi!ations. #very signal
goal is directed related to women$s right.Gender equality is a ey element of the human
rights system established by the international
organi!ations.
%romoting gender equality is seen as anencouragement to greater economic and social
prosperity.
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T"e #ie4 !% Internati!nal 5rgani6ati!n
/c!nt122
According to &'I(#)
*Gender equality is leveling the field for girls andwomen by ensuring that all children have equal
opportunity to develop their talents+
The &nited 'ations %opulation )und declared
*Gender equality first and foremost, a humanright.+
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The #ie4 !% Internati!nal
5rgani6ati!n /c!nt1
According &nited 'ation,
ights and freedoms shall not be limited by
persons se. All human beings are born free
and equal in dignity and rights.+ It is also
determined that without women$s equal right
as men, no nation can achieve development ina sustainable manner+
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E%%ect !% Gender Based Inequality !n
gl!.ali6ati!n
/espite many international agreements for
women$s equal rights, girls and women are still
much more liely than men to be poor, illiterate,
and have limited access than men to medical
care, property ownership, education, credit,
training and employment.
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E%%ect !% Gender Based Inequality !n
gl!.ali6ati!n
These inequalities are a constraint to
development because they limit the abilityof women to develop and eercise their full
capabilities, for their own benefit and for
that of society as a whole.
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E%%ect !% Gender Based Inequality
!n gl!.ali6ati!n /!nt22
Gender based inequality between men
and women globally effect on- Gender gap in education
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E%%ect !% Gender Based Inequality
/!nt22
Gender ga in educati!n0 #qual access to
educational opportunity is a basic human right
essential to well being. Globally, women have
less opportunity than men in education.
#specially, in developing countries, women are
far behind than men in education. Girls andwomen$s educational opportunities in many
countries continue to be limited to the cultural
settings.
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Gender ga in educati!n in t"e de#el!ing
c!untries: &n !#er#ie4
The gender discrimination and inequality are
huge in the developing countries. In most
developing countries, girls lag maredly behind
boys in education. Governments in thesecountries should favour girls when investing in
education because social returns, in terms of
child health and fertility, are higher from girls$ than
from boys$ education. ( MOHAMMAD. N, A., & NAZMUL,C., 2009; Journal of Developmen !u"#e$ %
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Gender gap in education in the
developing countries0 An
overview
According to 1orld 2an 345657 there are
significant gender disparities in education thatremain in several regions of the developing world
The "illennium /evelopment Goals emphasi!e
reducing schooling gender gaps that
disadvantage girls gender gaps in schoolingdiscriminating against females in developing
countries generally are large.
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Gender ga in educati!n in t"e
de#el!ing c!untries
IndiaPakistan
Malaysia
Bangladesh
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1omen #ducation in India
India has one of the lowest female literacy rates in Asia, although the Indian government hasepressed a strong commitment towards education
for all.Therefore, in India the overall literacy level is
increasing. /espite the improvements in literacy,there continues to be a large gap between the
literacy levels of men and of women.
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)actors behind low level of female
literacy in India 3(ont..7
Lac8 !% %e'ale teac"ers0 8ac of female teachers
is another potential barrier to girls$ education. Girlsare more liely to attend school and have higher
academic achievement if they have female
teachers. This is particularly true in highly gender-
segregated societies such as India .
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Gender gap in education in
%aistan%aistan is an international outlier in terms of gender
gaps in education.
1omen have a low percentage of participation in
society outside of the family.
The social -cultural contet of %aistani society is
predominantly patriarchal.In %aistan, the role ofculture in educating females is of vital importance.
The socio cultural norms of the rural society of
%aistan eep the girls away from school.
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Gender gap in #ducation in %aistan
3(ont..7
The gender gap in various educational indicators has
remained at very high levels in %aistan in more recent
times. This raises the question of why girls educational
outcomes are so inferior to boys.
9ne possible eplanation would seem to be that girls
receive less attention and educational ependiture than
boys in the within-household allocation of resources
The literacy rate for urban women is more than fivetimes the rate for rural women. The school dropout rate
among girls is very high almost :5 percent.
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Gender gap in education
in "alaysia
In the area of education, there are written laws
which categorically forbid discrimination againstwomen and men with regard to education.
All "alaysian have equal right to education under
the (onstitution of "alaysia. This implies that
there is no discrimination against women and men
in education.
1omen in "alaysia have made significant
progress in education.
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Gender ga in Educati!n in Banglades"
The 1orld #conomic )orum eport on Global
Gender Gap 345647 raned 2angladesh ;
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Gender ga in Educati!n in Banglades"In 2angladesh, at national level women lag behind
men in terms of literacy.
Although noteworthy achievements have been
made in female enrollment at the primary=secondary
level, progress has been very slow in tertiary leveleducation.
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)actors Influence Gender Gap in
#ducation in the developing countries
There are several factors influence on gender gap in
education in the developing countries.
9ne of the factors such s socio-cultural norms that
strongly influence gender gap in education in thedeveloping countries.
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elationship between Gender and
>ocio-cultural norms
There is a positive relation between socio-cultural belief
and gender role .
Gender is set of male and female behavioral and mental
potentials that are shaped and developed by particular
societies.
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elationship between Gender and >ocio-
cultural norms in terms of definition>ocio-culture is the anthropological sense of broad
patterns of thining, feeling and acting. "ore broadly
culture can be understood as a people$s *way of life+ or
tradition.
Gender differs the different ways that men and womenare culturally defined and evaluated. Gender is a cultural
construction.
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elationship between Gender and >ocio-
cultural norms from theoretical point of
view"any other theorists such as ?abeer, 345567, 2isnath
and #lson 36@@@7 >en and Grown3 6@;7 and 2atliwala
36@@B7 argued that gender is socially and culturally
determined.
They suggested that for achieving gender based
equality, fundamental changes are necessary in the
patriarchal social structure.
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elationship between gender
and socio-cultural norms 3(ont.7%atriarchal behavior is one ind of socio-cultural belief
that limit equality in society.
The root structure of gender inequality is often visible at
household levels which are considered within a particular
socio-cultural contet.
Gender gap in education in the
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Gender gap in education in the
developing countries0 )rom >ocio-
cultural perspectiveThe socio-cultural values and norms has a strong
influence on the issue of women education.
/ue to traditional socio-cultural practice, women
and girls are discriminated within their household.
1omen$s discriminations are reinforced by
various institutions-religious and socio-culturalwhich emphasi!e women$s discrimination in the
household.
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>ocio-cultural influence on Gender
gap in education in India!#erty : %overty one of the reason that limit
women$s education opportunity in developing
countries. Although school attendance is free, the
costs of boos, uniforms, and transportation to schoolcan be too much for poor families. %oor families are
also more liely to eep girls at home to care for
younger siblings or to wor in family enterprises. If a
family has to choose between educating a son or adaughter because of financial restrictions, typically
the son will be chosen. This is one ind of socio-
cultural practice.
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>ocio-cultural influence on Gender
gap in education in India 3(ont..7
Lac8 !% %e'ale teac"ers0 8ac of female teachers
is another potential barrier to girls$ education. Girlsare more liely to attend school and have higher
academic achievement if they have female teachers.
This is particularly true in highly gender-segregated
societies such as India .
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>ocio-cultural influence on Gender
gap in education in %aistan 3(ont..7
In rural %unjab, the low level of girls enrolment in school can
be viewed due to the cultural and religious norms of the
society .
The traditional societies epecting females simply to perform
household chores and to loo after the younger children
increase the chance of low parental investment in the
education of their daughters.
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>ocio-cultural influence on Gender
gap in education in "alaysia1hile women$s enrollment at all levels of education
is comparable to men, their participation in
vocational and technical education is limited.
8abour /epartment by gender 3455
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>ocio-cultural influence on Gender
gap in education in 2angladesh
S!ci! cultural N!r's: 2y custom a patriarchal social
system eists in 2angladesh. The traditional
patriarchal society of 2angladesh is based on class
and gender divisions. #ducation for girls is often
considered irrelevant. "ost parents would only let
their daughters learn the teaching and reciting the
Curan.
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>ocio-cultural influence on Gender
gap in education in 2angladesh
3(ont..7D In rural areas, when a girl is born the parents usually
do not celebrate as they would do when a boy is
born.
D )rom childhood, a girl is fully aware to the fact that
her brother and she is non-permanent family
member.
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>ocio-cultural influence on Gender
gap in education in 2angladesh
3(ont..7D H!use"!ld !#erty: Eousehold poverty and poor
financing education is another important factor that
hinders the female participation in education in this
country. The parents may withdraw them once the
demands for fees become impossible to meet.
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>ocio-cultural influence on Gender
gap in education in 2angladesh
3(ont..7 >on preference
>on preference is well-nown to India 2angladesh, %aistan and
"alaysia . /ue to socio-cultural practice, the social system has given
high value to sons as potential providers and perpetrators of family
names.
It I is also commonly believed sons will provide all supports to
parents in their old age. 9n the other hand , daughter will marry and
move another family.
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/aughter as the non-permanent family
member
N!n9er'anent %a'ily 'e'.er: In many
families, daughters are considered as the non-
permanent family member. 2ecause aftermarried women will move another family . They
will eventually live with their husbands$ families,
and the parents will not benefit directly from
their education.
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>upport in old age
Su!rt in !ld age: "any parents vieweducating sons as an investment because thesons will be responsible for caring for aging
parents. 9n the other hand, parents may seethe education of daughters a waste of money.2ecause after marriage they will move anotherfamily. This negative parental attitudes toward
educating daughters is a barrier to a girl$seducation .
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%riority on >on$s education
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Traditional /uties
Traditi!nal duties 0 An important reason forgender bias in education is women$s traditionalrole in societies. In developing countries,women$s duty are vowed to carry out mainlydomestic wor. )or these tass do not needparticular nowledge and families perceive girl$seducation as a waste of time.
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Gender gap in education in
2angladesh0 #arly "arriage #arly marriage is a common practice in rural areas of
developing . It is also one of reason for gender gap in
education.
/aughters are often married of at a very young age .
A woman, on an average, is married before reaching theage of 45 years . "ost of the parents do believe in early
marriage due to daughters$ safety.
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Gender gap in education in
2angladesh0 %regnancy regnancy: %regnancy was also an issue raised that
prevented schoolgirls from completing their education.
Therefore, most of the schools are not welcoming those
pregnant women to participate in education as they may
interrupt the education process and .the teachers may
need to do etra class for them.
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!4ry: In developing countries, parents invest
the same amount of money in sons and
daughters. 2ut girls receive less education
because the money is used to endow them with
a dowry. 9n the other hand, parents educate
boys in order to assure them of higher incomes
and better wives 3with higher dowry7.
/owry as the socio-cultural norms
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/aughters with higher levels of education will
liely have higher dowry epenses as they willwant a comparably educated husband.
Eowever, education sometimes lowers the dowry
for a girl because it is viewed as an asset by the
husband$s family.
/owry 3(ont..7
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Gender gap in education in
2angladesh0 eligion
Religi!n: >ome of the peoples agreed that the religion
could be easily being misinterpreted. Therefore, female
participation in education is hinder as they are supposed
not to be seen in public places or to mi up with their
opposite se.
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Another socio-cultural and religious practice
ur"a' that influence on gender gap in
education in many developing and "uslimcountries.
"any research show that the poor educational
achievement of the girls may be attributed to the
prevailing ur"a' $ystem in many countries.
%urdah 3veil7 as the socio-cultural norm
% d h 3 il7 th i lt l
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In many countries, due to %urdah related norms
womens mobility is limited.
In rural areas due of ur"a' practice women$s
movement is limited within the confines of the
homestead.
These limit women$s education opportunity
%urdah 3veil7 as the socio-cultural
norm
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