Gender Discrimination by Malik Muhammad Sabir Shahzad
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Transcript of Gender Discrimination by Malik Muhammad Sabir Shahzad
Chapter I
INTRODUCTION
Gender discrimination is any unequal treatment based on gender and may also
be referred to as sexism. Characteristics of gender discrimination are any
situation where a person shows a prejudice towards another that would not occur
had they been the opposite sex. Gender discrimination is also known as sexual
discrimination. Therefore the sex is the main factor that unfairly influences on the
decision the will be taken. The decision or discrimination may be receiving a job,
promotion or any other employment benefit but it also can be in any other
circumstance. Another context in which this may happen is in an educational
setting there could be statements (Motto, Patricia , 2000).
Discrimination represents a significant social problem in Pakistan as well as
throughout the world. Girls face discrimination everywhere in the world. They
often receive less food than boys do, have less entrée to schooling and work
long hours. Why can't we see the helpless agony of the girl child in our society?
Their ignorance will certainly beget to forget our cause, which is still fractured in
the regions. In societies where a male child is regarded as more valuable to the
family, girls often are denied the right of life, denied the right to name and
nationality. And by being married off early or forced to stay at home and help in
domestic chores, girls are often denied the right to education and all the
advantages that go with it, the right to associate freely and the rights
accompanying unjustified deprivation of liberty. These all are basic humiliation
from family to girls when boys are regarded as the pillars of tomorrow (Zain-ud-
din., 2003).
Poverty in Pakistan has historically been higher in rural areas and lower in the
cities. Out of the total 47 million living below the poverty line, 35 million live in
1
rural areas. Poverty rose sharply in the rural areas in the 1990s and the gap in
income between urban and rural areas of the country became more significant.
This trend has been attributed to a disproportionate impact of the economic
slowdown in the rural areas caused by low economic growth, decline in public
sector development spending and lower worker remunerations. There are also
significant variations in the different regions of Pakistan that contribute to the
country’s rising poverty. In the 1999 Fiscal year, the urban regions of the Sindh
province had the lowest levels of poverty, and the rural areas of the North West
Frontier Province had the highest. Punjab also has significant gradients in
poverty among the different regions of the province. In addition, the north-
western frontier provinces of Pakistan are among the most impoverished in the
country. Outside the cities, government investment has been negligible, and
social and economic structures remained tribal and backward. In the absence of
economic development, the Pashtun people of the region dealt in arms and
drugs, smuggling people and goods, especially during the Soviet invasion of
neighboring Afghanistan and, later, in support of the Taliban regime. These and
other activities have led to a breakdown of law and order in many parts of the
region (Bradshaw et al., 2002).
The gender discriminatory practices in Pakistani society also shape the
distribution of poverty in the country. Traditional gender roles in Pakistan define
the woman’s place as in the home and not in the workplace, and define the man
as the breadwinner. Consequently, the society invests far less in women than
man. Women in Pakistan suffer from poverty of opportunities throughout their
lives. Female literacy in Pakistan is 29% compared to male literacy at 55%. In
legislative bodies women constitute less than 3% of the legislature elected on
general seats. The 1973 constitutional reform allowed reserved seats for women
in both houses of parliament for a period of 20 years, thus ensuring that women
would be represented in parliament regardless of whether or not they are elected
on general seats. This provision lapsed in 1993, so parliaments elected
subsequently did not have reserved seats for women. Reserved seats for women
2
have been restored in the elections scheduled for October 2002, and will
constitute 17% of the strength of parliament. Female labor rates in Pakistan are
exceptionally low b(World Bank (2006).
Objectives
1. To study the gender discrimination in Pakistan
2. To explore the gender discrimination in Agricultural University,
Faisalabad
3. To give some suggestion for gender discrimination in Agricultural
university Faisalabad
3
Chapter II
Review of literature
Malik, Iftikhar (2006). Women's rights in Pakistan is a prominent issue, but many
activists such as the National Plan of Action for Women and the All-Pakistan
Women’s Association are working hard towards equality. It is believed by some
scholars that because of the strong influences of Hinduism over the Pakistani
nation, it is difficult to achieve equal rights for women without reconstructing the
entire culture that the country is based on. Hinduism regards women as "born to
serve". Pakistan, however, is one of the more advanced developing nation in
terms of women’s rights.
Mandelbaum, David (2007). The literacy rate of females in Pakistan is at 39.6
percent compared to that of males at 67.7 percent. The objectives of education
policies in Pakistan aim to achieve equality in education between girls and boys
and to reduce the gender gap in the educational system. However, the policy
also encourages girls, mainly in rural areas of Pakistan, to acquire basic home
management skills, which are preferred over full-scale primary education. The
attitudes towards women in Pakistani culture make the fight for educational
equality more difficult. The lack of democracy and feudal practices of Pakistan
also contribute to the gender gap in the educational system. This feudal system
leaves the underpowered, women in particular, in a very vulnerable position. The
long-lived socio-cultural belief that women play a reproductive role within the
confines of the home leads to the belief that educating women holds no value.
Pearson, Jennifer. (2008) Sex discrimination in education is applied to women in
several ways. First, many sociologists of education view the educational system
as an institution of social and cultural reproduction. The existing patterns of
inequality, especially for gender inequality, are reproduced within schools
through formal and informal processes. A recent study published in Time
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Magazine showed that when comparing young, unattached women against
similarly situated men, women tend to earn up to 20% more than their male
counterparts.
Booth et al., (2004) draw attention to the facts that at both national and
international levels "male students do not do as well as girls in reading and
writing and appear more often in special education classes, dropout rates and
are less likely to go to university" . Boys face a multitude of difficulties when it
comes to literacy and the article lists some of the possible areas of literacy
education where these difficulties could stem from. These include, but are not
limited to, their own gender identity, social and cultural issues, religion,
technology, school cultures, teaching styles, curriculum, and the failures of pre-
service and in-service teaching courses.
Smith and Wilhelm (2002). The first is achievement. Boys typically take longer to
learn than girls do, although they excel over females when it comes to
"information retrieval and work-related literacy tasks"(9). It is important, therefore,
for the teacher to provide the appropriate activities to highlight boys' strengths in
literacy and properly support their weaknesses. Also, boys tend to read less than
girls in their free time. This could play a role in the fact that girls typically
"comprehend narrative and expository texts better than boys do"(9). In his book
"Grown Up Digital" Tapscott (2009) suggests that there are other methods to
consider in order to reach boys when it comes to literacy: "Boys tend to be able
to read visual images better... study from California State University (Hayword)
saw test scores increase by 11 to 16% when teaching methods were changed to
incorporate more images" (106). In countries where the standard university
course is taught lecture-style, with the bulk of learning done within independent
studying and reading, it may not be so surprising that not as many males are
participating at the undergraduate level. By simply understanding how boys learn
best, and catering to those needs, educators at all levels should be able to close
the literacy gap between boys and girls. The second aspect to consider that is of
importance to boys’ literacy education is attitude. Smith and Wilhelm (2002)
5
highlight that boys typically have a "lower estimation of their reading abilities"
than girls do. Boys value reading less and, as previously stated, spend less time
in leisure reading. At the elementary level more boys than girls labeled
themselves as "non-readers" and by high school 50% of male students
designated themselves as such.
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Chapter III
Methodology
The main objective of methodology is to explain various tools and techniques
employed for the collection, analysis and interpretation of data, related to the
study under investigation.
1. UNIVERSE
Selection of universe in very important in research study. It provides more
accuracy and precision. In statistical sense the term” Universe” means the
aggregate of person are objects under study. Universe is a theoretical and
hypothetical aggregation of all elements as defined for a given research (Babble,
2001).
The study was conducted in Africultural University of Faisalabad. The study
population was consisted on all students of Africultural University of Faisalabad.
3.2 SAMPLE
“Part of a population is called sample”
26 students from Africultural University of Faisalabad was selected for this
research work.
3.3 TOOLS FOR DATA COLLECTION
Interview Schedule
The data was collected with the help of interviewing schedule; an interviewing
schedule was referred to the questions formulated according to the requirements
and relevance of the objectives of research. It was a technical procedure to get
the required information accurately. Interviewing schedule was prepare in English
but translated into Urdu and Punjabi for data collection, if deem necessary. It was
formulated with supervision and great attention of supervisor.
7
Conceptualization of concepts
Concepts of the abstraction used by the scientist as building blocks for the
development of the preposition and theories, which explain and predict the
phenomenon (Good and Hatt., 1952).
Conceptualization is much more difficult in social science as compared to other
discipline, because some concepts are sometimes used with different meanings
by different researchers. Some of the concepts used in the present study are
operationalzed as under:
Statistical techniques used
Following techniques of data analysis were used:
Percentage
Percentage indicates proportion. It is a useful technique for
comparison and estimation. Percentage will be calculated by following method.
P = F/N x 100
Where:
P = Percentage
F = Number of observation
N = Total number of frequencies
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Chapter IV
DATA ANALYSIS
In the following pages the researcher has presented and interpreted the data
which have been collected from the respondents in the field through interview
schedule.
In present study data has been analyzed and presented through simple tables
representing socio economic characteristics of respondents and other
information obtaining to the interview schedule.
The factors on which information is calculated includes respondents age, and
educational level.
Table 1
Age of the respondent
Frequency Percentage
18-22 10 40
22-25 8 32
26-30 5 20
30-35 2 8
Total 25 100
The above table shows the distribution of respondents by age. This shows
that the highest number of the respondents were in the age of 18-22 with the
percentage of 40 while 32 % of the respondents in the age of 22-25.
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Table 2
Educational status of the respondent
Frequency Percentage
B.Sc (Hons) 10 40
M.A, M.Sc 8 32
M.Phill 5 20
P.hD 2 8
Total 25 100
The above table shows the distribution of respondents by educational status.
This shows that the highest number of the respondents with the percentage of
40 in the class of B.Sc (Hons) while 32% of the respondents were getting
their Master degree.
Table 3
Family type of the respondents.
Frequency Percentage
Joint 11 44
Nuclear 8 32
Extended 6 24
Total 25 100
The above table shows the distribution of respondents by Family Type. This
table shows that the highest number of the respondents were relating to the
joint family system while 32% were relating to nuclear family.
10
Table 4
Occupation of the respondent’s parents
Frequency Percentage Business 5 20Civil servant 8 32private job 3 12Agriculture 7 28Any other 2 8Total 25 100
The above table shows the distribution of respondents by their parents
business. This table shows that the highest numbers of the respondent’s
parents with 32 % ration were civil servant. While the 28% of the respondent’s
parents were relating to agriculture.
Table 5
Do you think that following indicators are the major source of
discrimination for female education?
Frequency Percentage Security issues 18 72Large distance of educational institutions.
6 24
Rigidity 1 4Total 25 100
The above table shows the distribution of respondents by their thinking about
indicators is the major source of discrimination for female education. The
table shows that the highest numbers of the respondent were thinking that
security issues were the main source of discrimination for female education.
While 24 % of the respondents were thinking that large distance of
educational institutions is the major source of discrimination for female
education.
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Table 6
1. Do you agree with this that male are preferred in attaining education as compared to female.
Frequency Percentage Yes 17 68No. 8 32Total 25 100The above table shows the distribution of the respondents by male are preferred
in attaining education as compared to female. This table shows that the highest
number of the respondents were agreeing with the percentage of 68 that male
are preferred in attaining education as compared to female.
Table 7
If yes than specify why
Frequency Percentage Support of parents for male
10 59
Job opportunity for males
4 23
Female get married 1 6Traditions 1 6Lack of interest for female education
1 6
Total 17 100
This above table shows that 59% of he respondents reply that the support of
parents is a main factor for getting education while 23 % specify that job
opportunity for males are preferred in attaining education as compared to female.
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Table 8
If No than specify why
Frequency Percentage Religion point of views 13 52Non educated parents 5 20Liberalism 4 16To give the equal wattage of both sense
3 12
Total 25 100
This above table shows that 52% of he respondents reply in negative because of
the religion point of views. 20% specify that Non educated parents preferred son
for getting education compare with daughters.
Table 9
Do you have any interest to get the knowledge of skill work.
Frequency Percentage Yes 21 84No. 4 16Total 25 100
The above table shows that 84% of the respondents were having interest to
get the knowledge of skill work while 16 % reply in negative.
Table 10
1. if yes than what type of skill
Frequency Percentage
House hold skills 9 36
Professional skills 16 64
Total 25 100
This table shows that 64% of the respondents wanted to get training of
professional skills while 36% of the respondents wanted house hold skills.
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Table 11
Would your parents will encourage you to join an organization after the
completion of education.
Frequency Percentage
Yes 19 76
No. 6 24
Total 25 100
The above table shows that 76 % of the respondents encourage their
daughters to join an organization after the completion of education while 24 %
reply in negative.
Table 12 If yes, than what type of organization you will like.
Frequency Percentage
Government 15 60
Private 4 16
Total 19 76
The above table shows that 60% of the respondents reply they like
government job while 16% of the respondents like private jobs.
14
Table 13
If no, than why
Frequency Percentage Against bradri traditions 1 17Family desire 3 50Fair of the criticism 0Any other 2 33Total 6 100
The above table shows that 50 % of the respondents do job according to
family desire while 33 % showed reason any other.
Table 14
Do you agree that following statement create the discrimination among males
and females in families.
Frequency Percentage Educated females are good house wife in future.
19 96
Hate the domestic work 2 8Do not pay the proper weitage to their elder’s decision.
1 1
Female education is against our traditional values.
2 8
Educated girls can attain the socio- economic autonomy.
1 4
Due to Joint family system
0
Low education of parents 0Large family size 0Total 25 25
The above tables shows that 96% of the respondents agree that statement
(Educated females are good house wife in future) create the discrimination
among males and females in families.
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Table 15
What was your parent’s reaction at the birth of female.
Frequency Percentage
Happy 9 36
Depressed 4 16
Normal 12 48
25 100
The above table shows that 48% of the respondent’s reaction at the birth of a
female child was normal while 36% were happing.
Table 16
In your point of view physical and psychological problems due to
discrimination.
Frequency Percentage
Yes 19 76
No. 6 24
Total 25 100
This table shows that 76% of he respondents physical and psychological
problems due to discrimination while 24% reply in negative against the
statement.
16
Table 17
In your opinion what is the basic reason of gender discrimination in our
society.
Frequency Percentage
Economic problems 3 12
Depression 2 8
Male dominance 20 80
Any other 0 0
Total 25 100
The above table shows that 80% of the respondents declare that male
dominance is the basic reason of gender discrimination in our society. While
12 % said economic problems.
Table 18
Do you think that gender discrimination occurring in our society at large scale?
Frequency Percentage
Yes 20 80
No. 5 20
Total 25 100
This table shows that 80% of the respondents were thinking that gender
discrimination occurring in our society at large scale. While 20 % reply in against
the statement.
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Chapter V
FINDINGS, CONCLUSION AND SUGGESTIONS
Findings
Highest number of the respondents was in the age of 18-22 with the
percentage of 40
The highest number of the respondents with the percentage of 40 in the
class of B.Sc (Hons)
The highest number of the respondents were relating to the joint family
system.
The highest numbers of the respondent’s parents with 32 % ration were
civil servant.
The highest numbers of the respondent were thinking that security issues
were the main source of discrimination for female education.
The highest number of the respondents was agreeing with the percentage
of 68 that male are preferred in attaining education as compared to
female.
23 % specify that job opportunity for males are preferred in attaining
education as compared to female.
52% of he respondents reply in negative because of the religion point of
views.
84% of the respondents were having interest to get the knowledge of skill
work while 16 % reply in negative.
18
64% of the respondents wanted to get training of professional skills.
76 % of the respondents encourage their daughters to join an organization
after the completion of education.
60% of the respondents reply they like government job while 16% of the
respondents like private jobs.
50 % of the respondents do job according to family desire.
96% of the respondents agree that statement (Educated females are good
house wife in future) create the discrimination among males and females
in families.
48% of the respondent’s reaction at the birth of a female child was normal
while 36% were happing.
76% of he respondents physical and psychological problems due to
discrimination.
80% of the respondents declare that male dominance is the basic reason
of gender discrimination in our society.
80% of the respondents were thinking that gender discrimination occurring
in our society at large scale.
Conclusions
Gender roles in Pakistan today reflect the weight of culture and tradition, but
Islam is an important and influential overlay. In general, Islamization tends to
reinforce conservative ideas regarding the role that women should play in
society. At a minimum, this slows down policies and programs designed to bring
women more into the public sphere, and thereby exact an economic cost. This
paper focuses narrowly on the potential economic consequences of
Islamization’s impact on women. Pakistan has for decades grossly underinvested
19
in education, and in particular, girls’ education. Education spending is mired at
roughly 1 percent of GDP, and in this environment of resource constraints, girls
tend to be short-changed. Overall literacy is only 44 percent while adult female
literacy is less than 30 percent. Moreover, the gap between male and female
literacy rates has widened. In 1975, the literacy gap between men and women in
Pakistan was 25 points (11 percent literacy for women vs. 36 percent literacy for
men). By 2001, that gap had inched upward to 29 points (29 percent literacy for
women versus 58 percent for men). Every one of Pakistan’s governments has
launched an educational initiative, most with the clear objective of closing gender
gaps, and every one has failed to make notable progress. The number of illiterate
Pakistanis has doubled since 1951, while the number of illiterate women has
tripled, due to population increases. In fact, Pakistan’s high fertility rates are now
understood to be strongly correlated with its low level of female literacy.
Pakistan also has a very low level of female workforce participation. The
economic benefits of female employment are clear: more women working
increases a nation’s output and is an important contributor to household income.
Moreover, recent studies indicate that women’s and men’s relative control of
resources has significant and different impacts on household consumption
patterns.
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SUGGESTIONS
In Pakistan gender discrimination is founded there in all phases of
life. Awareness about the drawbacks of gender gap must have to be
known by all the people. So the main thing for this is "education."
Equal educational opportunities should be provided to women,;
skill-training facilities should be provided to them;
women should be given equal right and power of decision-
making;
there is a need to bring equality in resources distribution; equal
opportunities of participation should be given to both genders in
various activities;
equal opportunities should be given to the women inside the
family affairs as well as outside the family;
equal opportunities should be provided to women in different
jobs. It will be helpful in poverty alleviation.
21
References
Motto, Patricia (2000) Sex Discrimination., Illinois Institute for Continuing
Legal Education, July 2000.
Zain-ud-din. (2003). Women and employment issue in South Asia.
Karachi, Pakistan.
Bradshaw, Linneker and Mcllwaine. 2002. The poverty line approach:
Constraint in gender development. Harper Row. 9p.
World Bank. 2006. South Asian development index. Islamabad, Pakistan.
Malik, Iftikhar (2006). Culture and Customs of Pakistan (1st ed.).
Connecticut: Greenwood Press.
Mandelbaum, David (2007). Women's Seclusion and Men's Honor (1st
ed.). Tucson: The University of Arizona Press.
Booth D., Bruce F., Elliott-Johns S. (2009) Boys’ Literacy Attainment:
Research and related practice. Report for the 2009 Ontario Education
Research Symposium. Centre for Literacy at Nipissing University.
Pearson, Jennifer. (2008) "Gender, Education and." Blackwell
Encyclopedia of Sociology. Ritzer, George (ed). Blackwell Publishing,
2007. Blackwell Reference Online. 31 March 2008.
Smith, M., and Wilhelm, J. (2002). "Reading don't fix no Chevys": Literacy
in the lives of young men. Portsmouth, NH: Heinemann.
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