Talk:Female education

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Today section
Could someone please mention in the today section that women surpassing men in education is to do with feminisation of schools (in the western world) and a little bias (for example medical schools in the UK admitting twice as many women as men) and then link to the apporpriate masculism/equal rights/education articles (there's enough proof in wikipedias articles but I'm sure you could find outside sources too) as proof? Because at the moment it sounds like it's saying women are just smarter/more capable than men which is A)Inaccurate and B)Against wikipedias policies (neutrality and gender equality)

I'd do it but I'm not really good at this editing thing yet. —Preceding unsigned comment added by 82.29.251.159 (talk) 08:52, 10 August 2009 (UTC)

Male education?
I notice that conversely there is no matching article for the opposite of this one. I realize that in general, men had primary access to education in the most recent cultures and as such, female education is more of a specific topic that has special attentions. Even so, an article like this might be useful in describing how this bias existed, and a reverse representation of the hows and whys of how male-only education occured and the viewpoints that caused it to originate and remain that way. It's also possible that in some small or very old cultures that perhaps there were women-only educations systems (even if only in specific fields thought suited for women only) and as such, male education would be the minority and controversy and deserve discussing? Tyciol 19:18, 7 September 2007 (UTC)
 * That's exactly what I was going to comment about. For instance, so called "pink collar" jobs are now becoming more male-friendly. I hate to generalize here, but it seems that most feminists think that complementary masculism and related topics are unnecessary. Personally I feel that for equality to exist, both sides must recieve attention. Women might argue that men have historically been the dominant sex, and therefore do not need an equal and opposite movement to uphold their rights and promote their issues, but I would disagree. Fuzzform 04:28, 27 October 2007 (UTC)
 * Having a browse through my library I can't actually find much if anything on this topic. There is, however, a vast amount of books on female education. I guess this is one of those cases where people seem to treat males as 'normal' and females as some sort of exception to that norm. Richard001 (talk) 21:40, 7 February 2008 (UTC)

Shulamith Shahar
Whats the meaning of Shulamith Shahar writers ?  A M M A R   01:11, 17 February 2008 (UTC)

Convent Education
The claim in the article that "convent education" for girls started in the 17th Century is incorrect. Girls were being educated in convents by nuns in medieval times at least as early as 1275, and probably centuries earlier. My reference is "Medieval English nunneries, c. 1275 to 1535" by Eileen Power —Preceding unsigned comment added by 58.70.6.175 (talk) 08:41, 20 August 2009 (UTC)

(New York Times Article: http://www.nytimes.com/2009/08/23/magazine/23Women-t.html?pagewanted=all) The Women’s Crusade In poor towns and villages, women who are not educated and never become part of an economy, often find it hard to run their households. Younger girls who are also not given the chance to get an education are often targeted and used as prostitutes. Some women, however, find it a necessity to join such a thing. What most people do not realize is that women are great contributing factors if they are allowed to start their own businesses, and properly trained. This will not only encourage them to provide for their family, but it will also prove to other girls that they do not have to choose to such a path they do not desire, such as prostitution. With education, they can also become more knowledgeable and escape the wraths of sex trafficking.
 * Thanks for the reference. The article isn't necessarily wrong in implying that there was a model of convent education that spread, but clearly there should be more background (earlier evidence), and more specifics of the religious orders involved and what exactly the "model" was. Charles Matthews (talk) 08:47, 20 August 2009 (UTC)

Missing Inline Citations
The second two sections in "European history" have no inline citations. Given the substantial amount of data being conjectured, references need to be added. Juranas (talk) 18:39, 20 April 2010 (UTC)

Misuse of sources
This article has been edited by a user who is known to have misused sources to unduly promote certain views (see WP:Jagged 85 cleanup). Examination of the sources used by this editor often reveals that the sources have been selectively interpreted or blatantly misrepresented, going beyond any reasonable interpretation of the authors' intent.

Investment
(Book: Half the Sky: Investing In Education, Pg 171. Authors: Nicholas D. Kristof & Sheryl WuDunn) "Between 1973 and 1978, for example, Indonesia vastly increased school attendance. One study, by Lucia Breirova and Professor Duflo of MIT, suggests that this led women to marry later and have fewer children. Educating girls had more of an impact than educating boys in reducing fertility." "Primary education that began in 1976 in Nigeria, concluded that each additional year of primary education leads a girl to have .26 fewer children." Even a small percentage of young girls going to school and completing at least high school, have fewer children as they develop a more different mindset from what they would have had if they were given no education whatsoever. Therefore, investment and expenses on women's education should be made a necessity as a majority of these women have the potential to do much more, than stay home and take care of kids and their households. They can empower themselves and by education, they can have fewer kids, which leads to a more stable income in the household, leading to many business opportunities for most poor women.

(New York Times Article: http://kristof.blogs.nytimes.com/2010/03/08/three-proven-steps-to-advance-the-worlds-women-on-international-womens-day/) Three Proven Steps to Advance the World’s Women, on International Women’s Day Educating young girls at earlier ages in certain parts of the country has various beneficial factors, it not is not only a cost-effective kind of aid, but “it opens minds, it gives girls new career opportunities and ways to generate cash, it leads them to have fewer children and invest more in those children, and it tends to bring women from the shadows into the formal economy and society.” Older women should be given the opportunity to start businesses and given courage to empower them self and escape from such horrific things such as sex trafficking or forced prostitution. With education they are not considered targets. With more education, these women and young girls can gradually even eliminate such things, including poverty.

(New York Times Article: http://www.nytimes.com/2010/09/17/world/europe/17london.html) Educating Women Saves Children, Study Finds “Giving young women an education resulted in saving the lives of more than four million children worldwide in 2009.” Investments made in education pays off due to the knowledge a woman can take full advantage of, disregarding her caste system, or her economic status. Women, who are given the gift of receiving an education in such poor towns or villages, take full advantage, as they “tend to use health services more and often make better choices on hygiene, nutrition, and parenting.” This allows for women to better nurture their children as well, and becoming more aware of their surroundings.

Islam
The section on women's education on Islam is just mystifying. There is no mention of any stream of thought in Islam that disapproved of female education apart from a teensy mention of current practice in Saudi Arabia. This encyclopedia should probably try to be more honest rather than act as a propaganda platform.

( Book: Half the Sky: Mukhtar Mai's School, Pg 70. Authors: Nicholas D. Kristof & Sheryl WuDunn) "Mukhtar spoke passionately of her belief in the redemptive quality of education, in her hope that men and women in the villages could live together in harmony if only they had an education. The best way to overcome the attitudes that led her to her rape, was to spread education." As Mukhtar makes this statement on encouraging education and making it a necessity, it can lead to various beneficial factors which allows more people, while targeting men to attain knowledge on women's rights and equality they deserve. Education can not only change the minds of a few, it can eradicate poverty as well, boosting economy as more people have knowledge. After many struggles, Mukhtar was recognized and honored by the White House for her struggle and tough journey. "Mukhtaran proves that one woman really can change the world," says Laura Bush.

(Book: Half the Sky: The Afghan Insurgent, Pg 164. Authors: Nicholas D. Kristof & Sheryl WuDunn) "Education is the key issue for overcoming poverty, for overcoming war..If people are educated then women will not be abused or tortured. They will also stand up and say 'My child should not be married so young'." Education can teach respect and make one think more moderately in terms of religion as well. They will learn to value life and the importance women play in a household. Disrespecting them is a huge crime, and the only solution to its end is to first empower these women and encourage them to step up and take action. Next, providing knowledge and allowing them to go to schools can help change many things. Most importantly, it will change the status of a woman in a such a poor society, particularly a muslim woman who is not often given the change to speak up or be independent. Men should also be given more knowledge on the success and positive changes women can bring into a household, as well as the economy.

Please help by viewing the entry for this article shown at the page, and check the edits to ensure that any claims are valid, and that any references do in fact verify what is claimed. Noodleki (talk) 20:08, 22 September 2012 (UTC)

I searched the page history, and found 16 edits by Jagged 85 (for example, see this edits). Tobby72 (talk) 20:37, 20 January 2012 (UTC)

Inappropriate title
The title should be changed to Women's Education (or alternatively, Gender Differences in Education), to be consistent with current scholarship that recognizes gender as more than just innate biological differences. That would also permit discussion of issues relating to the education of men and boys, and differences in treatment, experiences, and policies. DStrassmann (talk) 02:58, 18 April 2013 (UTC)

I completely agree with the above. Female should be used as an adjective, and not a noun. Imagine an equivalent article called "black education". The education is neither female nor black. Further, using "black" or "female" as an noun to describe a person is reductionist and incorrect, and removes the humanity of the person, reducing them to a race or a gender. Most of the sources cited in this article do not use that term. So why does the article? A google search will show you lots of articles explaining why this is wrong. Here's the first one. Chaleur (talk) 17:46, 25 September 2015 (UTC)


 * DStrassmann and Chaleur, I don't see a problem with the title, given that it covers girls and women, not just women, and that the title is adhering to some of the WP:Reliable sources in the article; see this link to the sources. Furthermore, per WP:Precise, this article should not be titled Gender differences in education, considering that it is primarily about girls and women. The content of the article would need to be drastically changed before such a title would fit. And black education redirects to a section of the African American article because no one has created that article yet. But various sources have no problem with the terminology black education, and black education can refer to more than just African American people, but also to black people from different parts of the word. As for using female as a noun, that is debated, despite growing political views that it's "reductionist and incorrect." Anyway, if either of you really want this article title moved, WP:Requested moves is the way to go. This is clearly a "Requesting controversial and potentially controversial moves" aspect. Flyer22 (talk) 08:12, 26 September 2015 (UTC)


 * is currently being discussed at Redirects_for_discussion/Log/2016_January_28. Si Trew (talk) 17:23, 28 January 2016 (UTC)

Hi, Flyer. Were you referring to African_Americans, a section which currently does exist? --Uncle Ed (talk) 15:13, 2 September 2016 (UTC)

Broaden Horizons
While the article has a lot of information on Europe and India's educational history, it appears to be missing some citations for important claims. A large portion of India's article doesn't have any citations. I believe it would also be beneficial to have more information on Africa's educational history as well as having information on South and Latin America. China's history is addressed but the other Asian countries are not mentioned in this article, which could help make it well rounded in the information provided. I really appreciate the information on Islamic educational history. This article is very focused on certain aspects of female education and I believe by broadening the information for other countries and religious groups, it could become a very informative article.Alleighc2 (talk) 22:35, 5 December 2016 (UTC)

The section on women's education in Africa could not only be expanded upon, but also taken further out of a colonial context. The article does not explore what education looked like in the precolonial era or what non-colonial forms of education look like in Africa. In addition, dividing up this section and expanding by regions would make it more informative and complete. Jonathanpoilpre (talk) 16:56, 8 April 2017 (UTC)jonathanpoilpre

External links modified
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Expanding African Subheading
Hello fellow Wikipedians,

I am planning on expanding the section of the African subheading. Here is the basic outline I am proposing:

a.) History          i.) Empires ii.) Colonial          iii.) Post-Colonial
 * 1) Formal Education
 * 1) Gender Disparities
 * 2) Causes
 * 3) Education in the Home
 * 4) Effects of Education

Let me know if you have any feedback. I will continue to update changes to my plan as it develops. Jonathanpoilpre (talk) 18:02, 18 May 2017 (UTC)jonathanpoilpre

I really like how these contributions discuss the social and economic dynamics that influence these gender disparities in education. I think that it is great that the notion of “unpaid care work” and “domestic labor” have been added to the conversation about education inequity. I would simply encourage expansion of this section to include perhaps other forms of education that may be valued in Africa – cultural education, domestic (household) education, etc. Hparten (talk) 19:07, 29 May 2017 (UTC)

Importance of Distinction Between Regions
I’m really impressed by the clear organizational structure of the article and how, at the moment, more geographic regions are represented than typical of Wikipedia articles. There’s a lot more on non-Western areas than generally seen but there’s still room for improvement, as the addition of Central and South America and the rest of Asia would help the article be much more comprehensive.

Looking specifically at the Africa section, I think, if possible, it would be great if there could be some distinction between different parts of Africa. As it now stands, Africa is largely grouped, seemingly as a homogeneous region, but there are dramatic variations in culture and thus the typical education received between North Africa, West Africa, and sub-Saharan Africa. As near as I can surmise, most of the current information pertains to the sub-Saharan region but never explicitly states that. Jmekoenig (talk) 11:59, 29 May 2017 (UTC)

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External links modified
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South Korea Section Needs Major Rewrite
It is filled with subjective voice and grammar mistakes along with claims not backed up with sources. — Preceding unsigned comment added by 71.73.108.55 (talk) 20:38, 2 July 2019 (UTC)

History
I changed the name of the "history" section to "different parts of the world". Not sure if this is the correct change but I believe it shouldn't be called History because it talks about events in the present day. Schimerine (talk) 20:30, 17 April 2020 (UTC)April 17th 2020

LEAD
I felt the lead was too long so I took the second paragraph and created a feminist movement topic. I took the two other paragraphs and put them under women empowerment and international development.Schimerine (talk) 14:08, 22 April 2020 (UTC)

Requesting some help
Hi,

Recently initiated a new Draft:Sexual politics and looking for proactive help in updating and expanding the article. Please do see if contributing to Draft:Sexual politics would interest you.

Thanks and regards

Bookku (talk) 03:15, 10 July 2020 (UTC)

'''mjndnnn ''' — Preceding unsigned comment added by 110.34.22.22 (talk) 09:01, 27 November 2020 (UTC)

A Commons file used on this page or its Wikidata item has been nominated for deletion
The following Wikimedia Commons file used on this page or its Wikidata item has been nominated for deletion: Participate in the deletion discussion at the. —Community Tech bot (talk) 09:54, 11 August 2021 (UTC)
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Wikipedia Ambassador Program course assignment
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Add information
I suggest adding these sections to the section "issues"

'''

Physical Punishment in Educational Institutions
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Corporal or physical punishment is defined as “any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light”. School-related gender-based violence (SRGBV) are “acts or threats of sexual, physical or psychological violence occurring in and around schools, perpetrated as a result of gender norms and stereotypes, and enforced by unequal power dynamics”. All violence in educational institutions and learning environments has a negative impact on children, including corporal punishment and gender-based violence. They violate their fundamental human rights and can “compromise their well-being, their physical and emotional health, as well as harming their cognitive and emotional development”. For example, it may lead to severe health and psychological harm, pregnancy, sexually transmitted infections, loss of interest in school, disrupted studies, early school leaving or low achievement. 12% of all countries enshrine protection from corporal punishment and from all forms of gender-based violence within educational institution, 32% do not provide legal protection of any form of violence in educational institutions. While all learners can be targets of violence, girls and young women are disproportionately the victims of certain types of violence, such as verbal and sexual harassment and abuse and violence by classmates and teachers, while boys are more likely to be targets of physical violence. This phenomenon also extends to the digital environment where discrimination persists and can be amplified, leading to girls and young women being more likely to be targeted by online sexual violence. This risk has intensified during the pandemic, as children and youth have seen their online time increase exponentially because of lockdown and school closures. All available data show an increase in the scale of both cyberbullying and online child sexual exploitation by adults during the COVID-19 pandemic. Similarly, both girls and boys can experience corporal punishment. The gender dimensions of corporal punishment lie in the type of punishment and the behaviours that are sanctioned. When used against girls, corporal punishment aims to control and regulate their behavior, including social and sexual ones, and encourage deference, hence it reinforces traditional gender roles and is closely linked to domestic violence against women.

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Education during Pregnancy and Parenting
'''

Pregnancy and motherhood have profound impacts on girls’ and young women’s education. Worldwide, the adolescent birth rate has fallen from 56.4 births per 1000 adolescents aged 15–19 years in 2000, to 41.2 per 1000 in 2020, yet it still represents a significant number of girls giving birth as children. Restrictive legislation sometimes bans pregnant or parenting girls from attending school or sitting an exam, limiting them to attend adult or evening classes, or separating them from their peers and isolating them for fear that they would ‘influence’ other students. They also often “lack access to bridging programmes, which allow girls to resume their missed education, even though international law requires States to provide fundamental education for those who have left school prematurely”. When girls are unable to finish their education because of pregnancy, they face practical barriers, including forced exclusion from school, social norms confining girls to the home and stigma. Beyond the requirement of equal treatment, some States, such as the Republic of Korea, provide additional support to pregnant and parenting girls, notably by authorizing leaves of absence from school due to pregnancy or rearing children, or by providing financial support for their educational expenses. These measures encourage pregnant girls to pursue their education and therefore contribute to the fulfillment of their fundamental right to education. 27% of all countries explicitly protect the right to education of pregnant and parenting girls in their legislation, 8% restrict the right to education of pregnant and parenting girls. Globally 1 million girls under 15 give birth each year.

Lisa Rechelle (talk) 12:54, 4 May 2023 (UTC)

Wiki Education assignment: Global Poverty and Practice
— Assignment last updated by Aksgpp3131 (talk) 07:14, 19 December 2023 (UTC)

Adding to Women's Empowerment section
I want to add to the Women’s Empowerment section by introducing the Longwe Framework, a tool kit to achieve women’s empowerment and can be implemented in the education system to ensure that girls feel supported and in control of their futures. Gender equity goes further than access to school and it is important to have efforts implemented in schools that boost girls’ confidence to make them feel they have the capability to equally participate in society. Haydenrandolph (talk) 00:12, 14 November 2023 (UTC)