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Essay on gender equality in education
Contribution of female education
Essay on gender equality in education
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Some see the importance of giving girls the same opportunities as boys, and some do not. Matt Forney discusses his views in his article “The Case Against Female Education” where he urges readers to stop women from going to college. In contrast, Chima Madu hopes to sway his audience to support women in his article “Why We Should Support Girls’ Education”. Both works discuss the importance of girl’s education from different points of view and use similar strategies to present their views to their audience. The basis of Madu’s rhetorical strategies are more sound and appealing to the reader and provide a strong support for his argument; while, Forney’s argument is backed by less developed strategies that incite readers but provide no evidence. …show more content…
By doing this, the audience is emotionally connected because of their want to increase the chance of life for young children. He continues to appeal to the reader by discussing maternal mortality. Even if Madu’s intended audience is only educated men, it would be rare for a man to not desire decreased maternal and infant mortality rates. Children and pregnant mothers are commonly looked at as the most vulnerable in any situation. Madu uses their mortality rates to his advantage to appeal to the readers’ emotions in order to persuade the reader to help these ‘vulnerables’. He continues using the image of a woman distressed to support his argument by discussing domestic and sexual violence. Madu states “Educated girls and women are less likely to be victims of domestic and sexual violence or to tolerate it in their families,” making it hard for the reader to argue that education has a negative effect. Madu proves that emotions can be paired with facts to support his ideas that women should be educated. Surprisingly Madu and Forney both discuss the correlation between sexual violence and girls’ education. Unlike Madu’s beliefs, Forney specifically states “Girls who go to college are extremely likely to get sexually assaulted” in hopes that his readers will be persuaded to stop encouraging women to attend college so that they can help women. Madu quotes an African proverb …show more content…
Forney constantly states his opinions as facts but does not add sources, or expand on how he came to many conclusions creating logical fallacies. For example, he states “College is problematic because it gives girls the illusion of knowledge” but he does not use facts or psychological evidence or studies to support his claim. Forney does use his personal experience to appeal as logic to his audience by discussing his relationships with women who had not graduated from college. Although it is not stated on Forney’s website, many assume that Forney is writing from a satiric point of view because of the amount of logical fallacies in his writings. Even with multiple questioning about his use of satire, Forney has not publicly clarified if he is writing in satire. With this background information, it is important that the reader knows his lack of credibility while reading his
Moreover, education can also be halted due to ones gender. This is so in the case of Carrie Bishop. Because she is female, her father will not pay for nursing school. If not for Miles, Carrie's liberal brother and graduate of Berea College, she would have stayed at home and become the traditional homemaker. Another way her education was stunted is not due to anyone persons prevention but by her own personality and physical appearance.
Gerry Garibaldi, a high school teacher and Michael Kimmel, a professor of sociology both explain how the consequences of the feminism movement are harming boys in school and later in life. Kimmel and Garibaldi present their views on the gender education problems in their articles “How The Schools Shortchange Boys” and “A War Against Boys”. Both make passionate arguments and prove that boys are at a disadvantage in modern feminized classrooms. Kimmel’s arguments about the problems boys face in the American educational system are more convincing than Garibaldi’s, because his style of argumentation is more objective, supported by more statistics, and provides unbiased restatement of opposing views.
Novelist, Christina Hoff Sommers, in her narrative essay, “The War Against Boys”, the essay explains of how boys are a year and a half behind girls in education. Sommers purpose is to convey the idea that girls are not treated as boys are when it comes to the classroom. She creates a dramatic tone in order to convey to her readers that boys and girls have a different mindset. She also arguers about how some of the blame is towards Carol Gilligan as well as organizations such as the National Organization for Women for creating a situation in which Obstacles on the path to gender justice for girls and boys are resented, both as the unfairly privileged sex.
“Women and men do not receive an equal education because outside of the classroom women are perceived not as sovereign beings but as prey” (Rich 446). Women already have this preconceived notion that they not only have to compete with men in school but the pressure that society puts on them to compete with other women every day. The body shaming epidemic going on now tells women that if they don’t have the right measurement then you are not considered attractive, it is another example of how women are viewed as a whole instead of as individuals. Adrienne Rich also discusses the obstacle that women face every day, but no one wants to talk about, rape. “How much of my working energy is drained by the subliminal knowledge that as a woman, I test my physical right to exist each time I go out alone?” What Rich is expressing is that women always have the unnecessary burden, of not only being considered the weaker sex in society but also physically being reminded that as women doing something as mundane as walking to your car you have to be conscious of the possibility of being raped. This is affecting women outside of the classroom setting, if women were represented more in mainstream curriculum there would not be such a conception about gender
Throughout the texts we have read in English thus far have been feminist issues. Such issues range from how the author published the book to direct, open statements concerning feminist matters. The different ways to present feminist issues is even directly spoken of in one of the essays we read and discussed. The less obvious of these feminist critiques is found buried within the texts, however, and must be read carefully to understand their full meaning- or to even see them.
Rhetoric may refer to the practice of argumentation that aims to influence or modify the perspectives of the target audience (Herrick, 2005, p. 3). Critically analysing the rhetoric context of an article could help us better apprehend the writer’s rhetoric moves as analytical readers, and attain useful techniques to improve as proficient writers. This essay will be evaluating and comparing the following sentences, which both successfully delivered powerful messages within the gender equality arena yet vary in terms of their rhetorical situation, rhetorical appeals, tone, structure and style.
Women’s participation in school or the workplace are negatively affected because of the fear of violence, and many long-term health consequences arise from physical and sexual abuse. Heartbreakingly, a woman in South Africa has a “greater chance of being raped than she has of learning to read” (Tracy 6). In the patriarchal society of China, infants or fetuses face death simply for being born female (Tracy 18). After reading the reported incidences of violence against women, it is nothing but frustrating to hear women not supporting feminism. They do not need feminism because they represent a victory for this movement with the freedom to work alongside men, attend school, and choose their life partners. However, as shown in International Violence Against Women, there are many women and girls begging for a change. This population is the next victory for
Women throughout history have fought very hard to earn a respectable place in society, despite a patriarchal society and male dominance that remains. The roles of women have developed widely over time. Women frequently fall inferior to men politically, socially, and intellectually. This intellectual gap restricted many women to the role of a domestic caretaker. For others, education is the foundation to discover new ideas and new ways of thinking.
The book Thank You for Arguing has made a huge impact on how I argue not only in my essays, but in real life situations as well. I have enjoyed learning about the different fallacies or, as Heinrichs calls them, the “Seven deadly logical sins”, how to spot them, and where they are found the most. Although I have loved learning about rhetoric and fallacies, my favorite lesson by far has been the satire unit. I enjoy looking to see if someone's speech or essay is presented in satire form and how to differentiate between the speaker and author; I believe knowledge of satire to be an effective way of arguing and understanding other people's arguments. As much as i love learning satire, I always have trouble seeing if the passage is satire, and what the speaker is saying as opposed to the author. Rhetoric and satire can prove to be two crucial parts in arguing effectively and have both helped me immensely in shaping my
Education is for boys as well because they are the husbands who will lead the communities. This time, the women want to choose their husbands, go to school, don’t want to be cut anymore, make their decisions for themselves, to be involved in politics and to be equal.
Yousafzai expresses,“Because when a teacher appreciates you, you think, i am something! In a society where people believe girls are weak and not capable of anything except cooking and cleaning, you think, i have a talent” (Yousefzai,61). Being appreciated in a modern society is nothing new, but in a stereotypical society it is an action that is immensely rare to occur, student’s should be extremely proud of acknowledgement. Girls and women need to be given more credit in different societies since they are just as equal as men if not more. Women should not be stereotyped and limited to just cook and house cleaning since they are plenty more than just that and owing to the fact that they have rights similar to everyone else. For this reason, emotion is an immensely well developed rhetorical device throughout the
This course of women and gender studies, as would all courses, have produced awareness by coherently explaining the situations women are facing in the world today. One may not know of theses situations until taught. By learning of these occurrences, one can properly act upon them. Many women and men have taken the opportunity to attend classes on women’s and gender studies and have since then made strides to make a difference in the unjust society that must be faced.
In earlier generations when you were born you were told to stay in school, go to college, get an education, and have a successful career. However, this was mostly told to the boys. Girls, on the other hand, were told to dress nice, be ladylike, and fix their hair so they can find a husband with a successful career and be a mother. Although more and more women are going to college and becoming very successful in a “man’s world,” they still are not being taken seriously. In the essay, “Claiming an Education,” written by Adrienne Rich, she talks about how women are not looked at in the same way educational wise or even fully respected academically. Rich’s essay applies to experiences in my life as a teenage girl in high school.
Education has been the hurdle keeping women from gaining equality in society, by separating them from their male counterparts. Women who sought higher education were considered, heathens and the most disgusting beings that would perish. Without education to empower them, women were stripped of their dignity and rights by their husbands and other men of the community. The struggle for women higher education is a battle that still has not reached its citadel.
Herz K and Sperling G., What Works in Girls' Education: Evidence and Policies from the Developing World. New York, NY: Council on Foreign Relations. 2004. Print.