Women's Rights Are Human Rights: Global Problem of Oppression

Introduction

Gender stereotypes are as strong today as they were 30 years ago! What is causing this? The problem with women's rights in different countries the increased oppression of women in less economically developed countries. This is a global issue because in the countries with a more developed economy have more opportunities available for women. Women who live in countries with more available education and the ability to hold power in government are leased oppressed by men in power. In order to address the issue of women's oppression in less economically developed countries, it's important to examine different perspectives, which is the focus of this 'Women's rights are human rights' essay that will explore the growth in rights, cultural influences, and laws that allow or deny women's rights in countries like the United States, North Korea, and Pakistan.

Some important key term to know is judicial because it is a major topic that women can participate in varying countries. Another keyword or important key term to know is education because it is a major topic and what women can participate in varying countries. Another important keyword is non-conformity because it explains why different countries are farther behind in evolving their women’s rights laws.

Perspectives

From the first source, it is clear that the argument is that education plays a major role in what rights women have. The First article's author is writing for UN Women. This is a credible source because the UN women is a piece of national news formed that investigates different issues around the world that deal with women, it is also a government website so it is required to be credible. The thesis of this source is that education equals economic empowerment. In the source, it gives the idea that “In 40% of economies, women’s early-stage entrepreneurial activity is half or less than half of that of men's.'' ( UN Women, 2018). Its main points are that increasing women's and girls' education availability contributes to women’s economic empowerment and more inclusive economic power. The thesis of this source is that education equals economic empowerment. Its main points are that increasing women's and girls' education availability contributes to women’s economic empowerment and more inclusive economic growth. This claim and main point are backed by the economic growth in the OECD ( Organization for economic cooperation and development) countries. The significance of the argument is the possibility of a partial solution in women's rights and opportunity oppressions in underdeveloped countries. The strength of the argument is that it gives plenty of examples in the reasoning behind the claim. It also gives and refutes the counter-argument. The weaknesses, however, are that they do not give examples of underdeveloped countries that have increased their women’s rights because of the availability of education. The strengths are the numerical evidence to support their claim. The weaknesses in their argument are that there is no concrete evidence that this increase in education will be successful.

The aspect of this source that increases credibility is that it comes from a government source that has statistics from all over the world because it is from the UN which are the united nations of the world. This source is credible because there are specific sets of data that can be backed up. The impact of the credibility of strengths and weaknesses is that if the strengths outweigh the weaknesses it is more possible for the presented solution to be looked at and proven as a possible solution. Ability factors impact the sources argument because they have more swaying abilities to persuade a reader of the possible benefits that education would have on developing countries, and the opportunities it would give the young women and children.

The alternative perspective is that education cannot help women’s opportunities because it is a cultural and religious issue. The author of this source states that no amount of education will lead to an equal society because the culture and religion that are present in developing countries such as the middle east have specific moral beliefs that place men higher than women. This source is credible because it gives examples and statistics of cultural and religious believes in the Middle East in their opinions on women’s rights in government and church. The author also gives credible references to studies done to show there is more than one perspective that supports his argument. The strengths of his argument or his ability to give examples of Middle Eastern countries and actual documents that show their views on women’s rights. He also gives examples of the increasing amount of education availability for women and the constant oppression of women in political and religious leadership. The weaknesses of his argument are that he does not take into consideration the other perspectives on his claim such as earth we need more educated they would be able to work and grow the economy in these developing countries.

The first perspective States that the increased availability of education and higher education for women will allow for economic growth in developing and developed countries. The Second perspective states that no level of education availability for women will decrease their oppression because of the cultural and religious beliefs set in place in those countries. States that no level of education availability for women will decrease their oppression because of the cultural and religious beliefs set in place in those countries (specifically the Middle East). They both, however, do emphasize the little change in women's oppression in developing countries, even though they see different ways of addressing the issue.

The third perspective is the perspective of the US. It is comparing women’s rights from the early 20th century to down in the 21st-century. The author of the article is specifically looking at the causes of the decreased oppression of women in the US. Do you most prevalent as to the decrease oppression rates were the laws put in place to allow women to vote and the social changes that allowed women to receive equal education as males and be allowed to work in the previously male-dominated jobs. The source is credible because it comes from the New York Times which is a major news outlet, that requires factual information that can be proven and/or backed up. This source is credible because it gives specific laws that were passed in the US that gave rights to women. The strength of this argument is that there are plenty of facts and numerical data that backs up to the argument that women have increased their rights because of governmental laws and access to education. The weakness of this argument is that the author does not compare the information to other countries to find a common theme in the increase of opportunities and power for women.

This argument is different than the previous two arguments because it is focusing on what has already increased women’s rights in a developed country. The other two have it focusing on what should be done in developing countries, and what is preventing the ability to have women’s rights in those countries. However, one similarity that all three arguments have in common is that they are wanting a more equal society when it comes to education and power for women.

Conclusion

I think the argument of the article based in the US was the most persuasive because it found the middle ground between religious ideals and education pressures in developing countries. It also gave an example of a successful country and balancing women’s rights which could potentially lead to a probable solution. Yes, further investigation needs to be done to concretely decide how developing countries will be able to put less emphasis on religious ideals, and religious and government warfare will not break out because of differences. More resources about how specific religions have an influence on governmental laws, and in which government they are most prevalent. To more successfully study the issue it is important to find it that first-hand experience is in middle eastern countries, and how religion please keep parts in government actions. Also, it would be important to have a woman’s point of view that lives in middle eastern countries. The potential impact of future studies would be that a solution could be found that would allow women to have government roles or be able to be independent in the workforce in family lives.