The İnfluence of Political and Psychological Factors on Women’s Right to Education

Year 2024, Volume: 13 Issue: 2, 682 - 696

Şenay Guliyeva

https://doi.org/10.15869/itobiad.1298445

Abstract

This descriptive study, which consists of three main headings, focused on the obstacles encountered, proposals of international organizations for solutions and the right of women to education. Social, economic, political, as well as psychological factors influencing this process were analyzed based on the related literature. In the past, men tended to be more educated than women, but in recent decades the gender gap in education has been reversed in most Western countries even in many non-western countries. However, in a number of countries, women are still experiencing difficulties in terms of accessing the facilities for getting education. Among the countries in which this problem is most often observed, some countries stand out in particular. Afghanistan, Pakistan, Congo, Cameron, India, Nepal are among the countries where this problem is more experienced. Based on the collected data, the following main conclusions were identified: a) poverty, b) gender-based stereotypical ideas and approaches, c) cultural values and the lack of education has an impact on the education of women and their involvement in the educational process. Based on these findings the following proposals are recorded: a) Programs on reduction and eradication of poverty should be provided and materials for education should be accessible to women, b) Conducting studies with parents and community adults in society that involve encouraging them to accept equality between men and women according to gender stereotypes, c) Providing countries with basic literacy programs for women, d) Promoting awareness campaign on the importance of women’s education, e) Overcoming barriers to schooling. For elimination of problems in this direction in Turkey, a number of campaigns are implemented with the participation of the Ministry of Education (MoNE), UNICEF, UNESCO, ILO, civil society, media, private sector.

Keywords

Women, Education, Gender, Women’s Education, Factors

Kadınların Eğitim Hakkı Üzerinde Politik ve Psikolojik Faktörlerin Etkisi

Abstract

Bu betimleyici makale üç ana başlıktan oluşmaktadır. Çalışmada, kadının eğitim alma hakkı, bu sürece etki eden sosyal, ekonomik, siyasal ve psikolojik faktörler, bu konuda yayınlanan makaleler temel alınarak analiz edilmiş, karşılaşılan engeller ve bunların çözümlerine dair uluslararası kurum ve kuruluşların önerileri vurgulanmıştır. Geçmişte eğitimli olma hali kadınlara oranla erkeklerde daha yüksek olsa da, son yıllarda batılı ve batılı olmayan birçok ülkede eğitimdeki cinsiyet farkı tam tersi bir eğilim göstermiştir. Ancak, bazı ülkelerde kadınların eğitim alması ile ilgili zorluklar hala devam etmektedir. Bu sorunun en çok görüldüğü ülkeler arasında birkaçı özellikle dikkat çekmektedir: Afganistan, Pakistan, Kongo, Kamerun, Hindistan, Nepal’de problem daha belirgin bir şekilde kendini göstermektedir. Toplanan literatür kaynaklarına istinaden aşağıdaki temel sonuçlara varılmıştır: a) yoksulluk, b) toplumsal cinsiyete dayalı stereotipler ve buna bağlı yaklaşımlar, c) kültürel değerler, d) eğitim eksikliği kadınların eğitimini ve eğitime katılım sürecini etkilemektedir. Bütün bu faktörlerin etkisi göz önünde bulundurularak aşağıdaki öneriler ileri sürülmüştür, a) Yoksulluğun asgari düzeye indirilmesi ve ortadan kaldırılmasını hedefleyen programların düzenlenmesi ve kadınların eğitime kolay erişebilmelerinin sağlanması, b) Ebeveynler ve toplumdaki yetişkinlerle beraber çalışarak, toplumsal cinsiyet stereotiplerine karşı kadın-erkek eşitliğini kabul etmeye yönelik teşvikini hedefleyen çalışmaların yürütülmesi, c) Devlet tarafından kadınlar için temel eğitim programlarının düzenlenmesi, d) Kadınların eğitim almasının önemi konusunda bir bilinçlendirme kampanyasının yürütülmesi, e) Eğitimin önündeki engellerin kaldırılması vb. Türkiye'de bu yönde sorunların ortadan kaldırılması için Milli Eğitim Bakanlığı, UNICEF, UNESCO, ILO, sivil toplum kuruluşları, medya, özel sektör vb. kurum ve kuruluşların katılımıyla birçok kampanya gerçekleştirilmiştir.

Keywords

Kadın, Eğitim, Toplumsal Cinsiyet, Kadınların Eğitimi, Faktörler

References

• Abdurrahman, E. (2008). Right to education and learning. http://www.sivas.gov.tr
• Adıgüzel, A. (2013). Girls' schooling barriers and solution suggestions (Şanlıurfa example). Ekev Academy, 17(56), 325-344.
• Ambreen, M., & Mohyuddin, A. (2012). Cultural factors ınfluencing gender literacy level. Asian Journal of Social Sciences & Humanities, 1(4), 109-115. http://ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.1(4)/AJSSH2012(1.4-14).pdf
• Azerbaijan. (2018). US, Azerbaijan raise women's rights awareness. Azerbaijan. https://en.trend.az/azerbaijan/2882654.html
• Brems, E. (2006). Diversity in the classroom: the headscarf controversy in European schools. Peace & Change, 31(1), 117-131. https://doi.org/10.1111/j.1468-0130.2006.00347.x
• Brown, G. (2012). Out of wedlock, into school: combating child marriage through education. The Office of Gordon and Sarah Brown Limited.
• Bruce, J., & Clark, S. (2003). Married adolescents in adolescent reproductive health and HIV/AIDS policy. World Health Organization.
• Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40(5), 415-436. https://doi.org/10.1016/S0022-4405(02)00107-3
• Craven, R. G., & Marsh, H. W. (2000). Self-concept theory, research and practice: Advances for the new millennium. https://numerons.files.wordpress.com/2012/04/08-self-concept-theory-research-and-practice-self-research-center.pdf
• Çameli, T. (2008). Examples from Turkey regarding girls' access to primary education. Anne Çocuk Eğitim Vakfı Publications.
• Davids, L. (2007). Female subordination starts at home: Consequences of young marriage and proposed solutions. Regent. Journal of International Law, 299, 302.
• Eren, E. (2020). The right and duty to education and training in Turkish education policies after 1960. Mulkiye, 44(4), 679-709.
• Gök, F. (1993). Education and women in Turkey. In Ş. Tekeli (Ed.). Women's perspective on women in 1980s Turkey (pp. 165-182). İletişim Publications.
• Graybill, S. W. (1997). Questions of race and culture: How they relate to the classroom for African American students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 70(6), 311-318. https://doi.org/10.1080/00098655.1997.10543533
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638. https://doi.org/10.1111/1467-8624.00301
• Katz, D., Allport, F. H. & Jenness, M. B. (1931). Students’' attitudes; a report of the Syracuse University reaction study. Craftsman Press.
• Makworo, B. K., Wasanga, C. M., & Olaly, W. (2014). Psychosocial factors that affect girls academic performance in secondary schools in Kenyenya, Kisii county, Kenya. International Journal of Psychology and Counselling, 6(9), 119-132.
• Moos, R. (1979). Evaluating educational environments: Procedures, measures, findings and policy implications. Jossey-Bass.
• OECD. (2015). The ABC of Gender Equality in Education: Aptitude, Behavior, Confidence. https://www.oecd.org/pisa/keyfindings/pisa-2012-results-gender-eng.pdf
• Ormrod, J. E. (2003). Educational psychology: Developing learners. Prentice Hall. https://www.researchgate.net/publication/237036339_Educational_Psychology_Developing_Learners
• Öden, M. (2003). Equality principle in Turkish constitutional law. Yetkin Publications.
• Özaydınlık, K. (2014). Women in Turkey on the basis of gender and education. Journal of Social Policy Studies, 33, 93-112. http://dx.doi.org/10.21560/spcd.03093
• Özgen, Ö., & Ufuk, H. (2001). Women’s education in rural areas. Turkey Agricultural Engineering Technical Congress, Ankara, 1050-1063.
• Pedersen, E., Faucher, T., & Eaton, W. (1978). A new perspective on the effects of first-grade teachers on children's subsequent adult status. Harvard Educational Review, 48(1), 1-31. https://doi.org/10.17763/haer.48.1.t6612555444420vg
• Quliyeva Kabaoğlu, S. (2020). Women's participation in education history and modernity. Pegem Akademi Publications.
• Sayılan, F. (2012). Gender and education. Dipnot Publications.
• Seven, M. A., & Engin, A. O. (2007). Inequalities in women's education in Turkey. Atatürk University Social Sciences Institute Journal, 1(9), 177-188.
• Seven, M. A., & Engin, A. O. (2010). Inequalities in women’s education in Turkey. The Journal of Social Sciences Institute of Ataturk University, 9(1), 177-188.
• Stentiford, L., Koutsouris, G., & Allan, A. (2021). Girls, mental health and academic achievement: A qualitative systematic review. Educational Review, 75(6), 1224-1254 https://doi.org/10.1080/00131911.2021.2007052
• The World Bank. (2018a). Improving education outcomes for girls and women. https://www.worldbank.org/en/news/slideshow/2021/10/13/count-me-in-world-bank-group-education-global-practice-improving-education-outcomes-for-girls-and-women
• The World Bank. (2018b). Girls education policy briefing. https://www.worldbank.org/en/news/slideshow/2021/10/13/count-me-in-world-bank-group-education-global-practice-improving-education-outcomes-for-girls-and-women
• The World Bank. (2021). The World Bank education global practice: Improving education outcomes for girls and women. https://www.worldbank.org/en/news/slideshow/2021/10/13/count-me-in-world-bank-group-education-global-practice-improving-education-outcomes-for-girls-and-women
• The World Bank. (2022). Improving education outcomes for girls and women. https://www.worldbank.org/en/news/slideshow/2021/10/13/count-me-in-world-bank-group-education-global-practice-improving-education-outcomes-for-girls-and-women
• UNESCO. (2019). Convention against discrimination in education. https://www.unesco.org/en/legal-affairs/convention-against-discrimination-education
• UNICEF. (2007). Millennium development goals, say yes. http://www.unicef.org/turkey/sy16/_is16.html.
• UNICEF. (2022). The state of global learning poverty. https://www.unicef.org/education/girls-education
• UNICEF. (2023). Girls’ education. https://www.unicef.org/education/girls-education
• United Nations Human Rights. (2023). International covenant on economic, social and cultural rights. https://www.ohchr.org/en/instruments-mechanisms/instruments/international-covenant-economic-social-and-cultural-rights
• Vaughan, R. P. (2016). Gender equality and education in the sustainable development goals. UNESCO.
• Walker, J. A. (2013). Why ending child marriage needs to be an education goal: The case for improved coordination between ending child marriage and girls’ education movements in West Africa. https://www.brookings.edu/wp-content/uploads/2016/07/walker_girls_education.pdf
• Yotebieng, K. (2021). What we know (and do not know) about persistent social norms that serve as barriers to girls’ access, participation and achievement in education in eight sub-Saharan African countries. UNGEI. www.ungei.org/sites/default/files/2021-07/Social-Norms-Barriers-Girls-Education-GCI-2021-eng.pdf
• Yousafzai, M., & Lamb, C. (2013). I am Malala: The girl who stood up for education and was shot by the Taliban. Little, Brown and Company.