Hannah Reese

GWS 224W

Paper #2

Women’s Education throughout the World

                “Education is not the filling of a pail but the lighting of a fire” stated by W.B. Yeats illuminates the importance for education (Pychyl, 2008). It is becoming more and more apparent that an education is essential for survival. For many First World countries, in the past men were the only ones privileged enough to receive and education while the women were left at home illiterate. As time progressed, many women were presented the opportunity to attend grade school and receive a high school education. Currently women in the first world countries are receiving college degrees and going into the work force. However this is not the case everywhere; many women in third world countries are still left uneducated. They are not receiving an education for many reasons. Some countries withhold women from receiving an education because of religious purposes or gender discrimination (Seager, 2009). While other countries face illiteracy due to “a function of poverty and limited educational opportunity” (Seager, 2009, p. 78). Whether in a First World country or Third World country, it is necessary for a women’s survival to have an education.

                The essentials to any successful life start with an education. In a First World country you need a good education to compete in the job market when you pursue a career. “Post-high-school education is vital in today's global economy”, some economists go even further and state “that a bachelor's degree is a fundamental requirement for achieving the American Dream” (Billitteri, 2009). In fact, statistics have shown that without a high school diploma the average income is $21,484 but with an advanced degree the average is $80,977 (Billiteri, 2009). Clearly, in a developed country a higher education is mandatory. In a third world country you need an education for other purposes like day to day survival. Without an education women are left to depend on a man, which “reinforces their ties to the domestic sphere” (Seager, 2009 p.78). Without an education they will forever be slaves to men. In addition, they will not have the processing skills to understand ownership of property, wealth, health concerns and issues, as well as the legal rights they obtain (Seager,2009, p.78). Not receiving an education “not only has a negative impact on women’s lives but also on their families’ lives and on their country’s economic development” (Velkoff, 1998).

“Once you learn to read, you will be forever free”, a quote by Frederick Douglass, explains the importance of literacy and education around the world. If you are able to read you are free. However, “Nearly a billion people in the world are illiterate” (Seager, 2009, p.78). These staggering numbers in the present day seem much too high with all the advances made in education. What’s even more shocking is that “two-thirds are women”. Some of the highest illiteracy rates for women show up in under developed countries like Niger, Mali and many other countries in Africa. In addition, India is a large contributor to the illiteracy rates, with women’s illiteracy rate being at least fifty percent higher than men’s (Seager, 2009). Another leading competitor is Afghanistan, with over seventy- five percent of adult women being illiterate (Seager, 2009).

As mentioned earlier there are many reasons why women are illiterate in present day twentieth century. One of the main reasons is because the country is a Third World country and under developed. Many Third World countries are seen throughout Africa, “especially in the northern region” (Anzia, 2007). Typically these underdeveloped nations are categorized as having ancient cultures, rich in natural resources and low literacy rates. Also they have a very large low-income group with few middle and upper class groups (Arasteh, n.d.). These countries are all “in a state of transitions, conflict between their own cultures and the impacts of Western Civilization” (Arasteh, n.d.). As reported by Women’s News Network, “education in Africa for women has faced a hard tide with a history of conservative patriarchal customs that have caused tribal cultures to many times marginalize girls education, placing it at the bottom of the list” (Anzia, 2007). Since these people primarily live off the land, attaining an education has not always been a priority to the people; rather they value the traditions of their culture (Arasteh, n.d.). These traditions typically shelter girls even more because “many girls marry and are encouraged to give up their education to have children” (Anzia, 2007). While women are affected by this deprivation of education, most of the third world countries, as a whole, are illiterate and lack schooling. In fact, even with economic improvements for many of Africa’s countries, “education is still out of reach due to poverty and a 25.2% unemployment rate” (Anzia, 2007).

In other countries like India, the illiteracy rates are targeted at the female population. Many families who have to choose between sending a son or daughter to school will send the son because the son is the one who looks over the parents as they age (Velkoff, 1998). Giving a girl an education is a waste of time because she will later live with her husband’s family. In addition, India has trouble supplying classrooms for the number of students. This is because of the population spikes India endured. According to Velkoff, in 1993 Uttar Pradesh had to build 284,000 new classrooms to fit the increasing number of children. The customs Indians live by are gender discriminatory. Many times the birth of a son is celebrated while the birth of a daughter is unsatisfactory (Velkoff, 1998). According to Grace Segran “the deepening of sex ratio imbalances can be largely attributed to a marked preference for a son”. In fact, “China and India account for nearly 80 percent of all ‘missing women’ in the world” (Segran, 2010). Therefore, some countries demonstrate gender discrimination, which can hinder women’s education, making men’s illiteracy rate two times that of women’s (Seager, 2009).

Further, some countries like Afghanistan not only have gender discrimination but also war affecting their education status. Afghanistan was run by the Taliban for many years from 1996-2001, during that time boys’ studies were strictly limited to religious studies while girls were banned from school all together (Women in Afghanistan: Education, 2006). A shocking three percent of girls received primary education during the Taliban’s rule (Women in Afghanistan: Education, 2006). Women were treated worse than in any other society at any other time. Since the fall of the Taliban women are able to work again, and are no longer forced to wear a burka (Qazi, 2010). Education for both sexes has increased tremendously, with an emphasis on female education. However, despite the advances, some rural areas of Afghanistan are still discriminatory against women. According to Qazi, only “30 percent of women in Afghanistan have access to education” which is a substantial increase from three percent during Taliban rule, but much progress is needed (2010).  In addition, many people are left uneducated from when the Taliban did rule, in spite of education becoming available. For this, Afghanistan along with other countries who experienced war, are left with high illiteracy rates (Women in Afghanistan: Education, 2006).

Many countries, especially Third World countries, either lack the necessities or simply refuse to give women a proper education. These trends are increasingly diminishing. Actually in First world countries illiteracy and gender discrimination in education are almost non-existent. In the United States and Russia illiteracy rates for females are ten percent and under (Seager, 2009). Countries like these are continuing to raise the bar on female education and set an example to other less educated countries. It wasn’t always this way in America, during the mid-1700s school districts developed and women were not given the right to attend, but rather learn domestic work at home(Noelle, n.d.). By the late 1700s girls were given permission to attend grade school and learn reading, writing and arithmetic; although, any education after primary years was “not expected nor encouraged” (Noelle, n.d.).   In 1833, Orblin College in Ohio granted women the right to attend, becoming a milestone in women’s rights (Noelle, n.d.). Also, with the help from organizations like the Clinton Administration which fights for women’s rights; women have flourished in their education (Cooper, 1999). Especially in higher education, which comes as a benefit because as mentioned earlier, in the United States, college degrees are necessary for the youth. With this increasing demand to earn a college degree, women are grasping their opportunities. In America forty to fifty-nine percent of women are university students (Seager, 2009). This makes up over half of the female population attaining a four year degree. The next step for women’s higher education is to expand the horizon of possible majors and courses studied. According to Seager, “women remain drastically under represented among students and faculty in the sciences, and in technology and engineering”. Catron offers possible answers to this phenomenon by suggesting that women have always been more interested in careers that require less time so they are able to raise children (1997). In addition, the level of confidence a woman feels will reflect which major she is likely to choose (Catron, 1997). Men have dominated these fields for many years and if women are not encouraged by female role-models they are less likely to pursue a male-dominant major (Catron, 1997). However, with the vast improvements from feminist’s organizations, and scholarships for women in these fields, the gap should narrow.

Another flourishing country in women’s education is Saudi Arabia. Although, like the United States it wasn’t always this way, Saudi Arabia was once a very gender bias country and is now becoming less discriminatory. This discrimination has actually helped Saudi women increase their education because they were not allowed to do much else. Now Saudi Arabia is reaching much more gender equality and women and men are allowed to attend school together (Baki, 2004).  In addition, King Abdullah opened the first coed university, King Abdullah University of Science and Technology in 2009 (Alsharif, 2009). Gender discrimination is still apparent in the job market with women making up fewer than thirty-percent (Seager, 2009). According to Murphy, “women are graduating at higher rates than men and they are demanding opportunities” (2007). This job market discrimination is projected to change with many women “taking jobs in education, medicine, and banking” (Murphy, 2007). Although it will take time, women’s education will give them an advantage, in the job market, over their male counterparts. As a matter of fact, Saudi women make up over sixty percent of university students; this exceeds The United States (Seager, 2009). Furthermore, in 1999, Women’s college graduation exceeded men’s (Baki, 2004). This is a big step in equality for women, and yet another example of women’s enlightenment around the world.

Clearly, in some countries women flourish in their studies and are able to continue their studies to receive college degrees. Not every girl in every country is fortunate to have these opportunities. Many groups around the world fight for these girls every day. The largest feminists organization in the United States, National Organization for Women, stands up for women’s rights such as reproductive rights, violence against women and economic justice. NOW “works to secure political, professional, and educational equality for women and girls” (And Together we can make Equality a Reality, n.d.).  In addition, Foundation for Social Change, held a Global Conference for Social Change and Women & Girls Education, where many activists from around the world met in New York City. During the conference Karen Spencer explains the “goal is to give women and girls the opportunities to reach their potential”. By hosting events likes these change will come, “the question is one of pace, are we moving fast enough?” (Bornemeier, 2011). Through conferences like these people become aware of what they can do, and what they can do to influence the world. They state “the key vision isn’t hard to find it’s how to get there”, people coming together to support a cause will bring the change we need (Bornemeier, 2011). Organizations supporting women are found universally, such as WOUGNET, Women of Uganda Network, ACWF, All-China Women’s Federation, and Women’s Institute. Organizations like these are found everywhere to help women reach their full potential globally. Also, The Right to Education Project addresses the gender inequalities in education. They affirm that general education will give them “the power to decide over their own lives and bodies” as well as reduce the amount of women living in poverty (Importance of Girls/Women’s Education, 2008).  If women take charge and join one of many feminist organizations they can change the world and accomplish this global goal of equal education for women and girls.
                In conclusion, around the world women have different opportunities and levels of education. Some first world countries like the United States have made education a priority for young girls and adolescents. While others like Saudi Arabia, through strict religious practices, have established successful educated women. However, in some third world countries like Niger and Mali, education is not accessible for young girls because of lack of resources. In addition war and discrimination can limit a girl’s right to learn and thrive in her environment. Organizations to help girls and women’s rights can aid in the fight for education. If everyone gives there time to help this cause the world will change, because as we all know, “it will light the fire” (Pychyl, 2008).

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Works Cited

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