Ginnie James
76-100M Argument
Sauer
12/6/96
Problems and Solutions facing Illiterate Women
One of the problems facing America, and the world today is illiteracy. Many programs are being instituted to help correct the problem, and reach the people affected by it. However, even issues such as illiteracy contain discrepancies. There is a significantly larger number of illiterate women than men, and not just in our country. In nations all over the world, percentages of illiterate women are higher than those of illiterate men. Also, many people assume that illiterate Americans are concentrated in large cities with troubled schools. While this may be true in some cases, there are also rural areas where illiterate women are often overlooked.
The questions which need answered are not only why the rate of illiteracy is higher among women, but how big of a role does culture play into the problem? How big of an obstacle is illiteracy among rural women, and what can be done to help? While historical, religious, and social aspects of women are certainly a factor in determining a reason for the high level of illiteracy, there may be other elements involved in the problem. Through an examination of several authors, other catalysts to the dilemma may be uncovered.
Nelly P. Stromquist, author of "Challenges to the Attainment of Women's Literacy" argues that there are five majors challenges, or problems that must be addressed in order to completely understand illiteracy as it affects women, and what effective changes can be brought about as a result of that understanding.
The first challenge, according to Stromquist, is that of the "Feminist Theory" (Stromquist 1). The author states that there are several factors which contribute to James 2 making literacy inaccessible to women : lack of time, family responsibilities, lack of motivation, poverty, opposition by husbands, and difficulty to access where literacy classes are taught. (Stromquist 1,2). The second challenge is that of "strategy" (Stromquist 3). Stromquist breaks this down into smaller ideas. One of these is the presence of women teachers in primary schools. If young girls in the school system see older women successfully maintaining a job, they may also be inclined to do the same, and remain in school. (Stromquist 4) Another aspect to the challenge of strategy is that of empowerment. Men in a position of power fear that having women access that same power will lead to smarter women opposing their husbands, and consequently, divorcing them. The third aspect of strategy is to "pay as much attention to the process through which literacy is obtained as to the outcome of that obtainment"(Stromquist 5)
The third challenge to literacy is implementing literacy selection (Stromquist 5). The argument behind this challenge is that there are problems with the government which runs the schools. This government dictates laws and programs which directly affect the students. This same government then later on in that students life expects that person to reimburse them for that work. The problem is that the government does not specifically recognize women, or their needs. So if there is a group of women with a particular reason as to why they are not literate, the government does not always recognize that need.
The fourth challenge, according to Stromquist is Research. Stromquist argues that there is simply not enough research being done to correct the problem of the high percentages of illiterate women. Stromquist states there are four areas which need to be addressed : pedagogical considerations, family/household, societal and state related (Stromquist 7) The fifth and final challenge is Implementation. This is arguably James 3 the most important, because even if all the other challenges are overcome, without putting them into effective use, nothing has been accomplished.
Another group of authors which address illiteracy are lead by Catherine Odora, edu. Their articles, collectively entitled "Women and literacy ; Yesterday, Today and Tomorrow". These articles deal with a wide variety of the different aspects of women, and the problems they face. One of the articles in particular relates well to the argument which Stromquist presented.
This article focuses mainly on what needs to be done in order to make literacy more acceptable to women, especially those in low-income situations. The article also discusses what needs to be changed as far as current literacy programs. One of the needs is to create a literacy program which will "combine effectively the practical needs and the strategic needs of women" (Odora 213). The second obstacle is to create programs which will allow for women to learn skills which in turn can be used to generate an income of their own. The third need is to "combat false dichotomies" (Odora 214). This parallels with the idea presented by Stromquist, that by having women teachers in primary schools, that young girls will have an example of literate, employed, and income-generating women. The fourth idea again is similar to that of Stromquist, that as much attention needs to be paid to the process by which women become literate as to the outcome once they have obtained literacy.
Both articles share similar ideas. Both agree that low-income women need to have more highly specialized literacy programs which will effectively contribute to their lifestyle, and assist them in creating an income of their own. Both articles agree that more attention must be paid to the literacy process, and that having examples of literate women accessible to young girls living in areas where illiteracy rates are high is essential.
James 4 However, Stromquist article dealt with a great deal more. While Odora did discuss strategy, Stromquist discusses strategy, theory, agency selection, research and implementation.
A third article was written as a summation of a United Nations Education, Scientific and Cultural Organizations seminar, entitled "Women's Education and Empowerment". This seminar dealt not only with the problems facing women living in low-income households, but the problems facing women living in poverty all over the world. The seminar lasted two days, and was divided into three parts. "The sharing of the participants' experiences was scheduled for the first two days while the reflection of the theoretical and conceptual implication of the term 'empowerment' was to follow in the next two days" (U.N. 6) Several mutual conclusions were reached. Many of the women agreed that while most governments do not blatantly discriminate against women, there are obvious gaps between what laws have been implemented and what laws are actually enforced. Many women felt that governments were simply doing "lip-service" to women.
Another agreement was that many working and living conditions of women prevent them from taking advantage of literacy programs. Many people felt that women needed to learn income-generating activities.
An interesting issue that was raised was that of not only specialized women's programs, but programs for both genders, aimed at developing a "sensitivity" toward the issue of gender discrimination.
The ideas raised in this seminar both agree and contrast with ideas raised in the two previous articles. All articles are strong in the opinion that women not only need to become literate, but also need to lean skills which will enable them to generate their own income. All agreed that the government is not helping the problem, James 5 not because they aren't doing enough, but because their efforts are concentrated in the wrong areas. More programs need to be implemented which will tailor to the lifestyle of the women who need them. An illiterate women with several children, for example, would not be able to take advantage of a literacy program which was held at the time when her children would be arriving home from school.
However, the seminar raised a point which the other two articles did not. While all agree that special programs are needed, the seminar created the idea of programs for both men and women in order to improve understanding between the two genders. Also, the seminar dealt with the needs of women all over the world, and not just in the United Sates.
A fourth intriguing article was actually a handbook developed by Mary Breen titled, "Women, Literacy and Action : A Handbook". The goal of the handbook, which had a strong "feminist" undertone, was to "look at some of the ways in which feminism has influenced some literacy programs and might influence more". (Breen 17)
Breen also discussed"women's groups", which are an important link to literacy. The author seemed to disagree with the idea of creating groups of men and women for discussion of gender issues. Instead, the author favored the creation of all women's groups, for discussion of "violence, of childhood, of being labeled mentally handicapped and sterilized" (Breen 17).
Breen also discussed the results of the implementation of the women's groups. She explains the results of one group, in which women of different age, race and abilities all found their differences more pronounced than the similar problems which they shared. Also, Breen noted that several women in the group often looked to the leader for support, rather than the other members, which is more crippling than helpful.
There are several problems with the arguments presented in this handbook. James 6 The author displayed strong negative emotions towards support groups which contain both gender, yet her support group, consisting of only females, seemed to struggle and focus on negative racial and age bias rather than focus on the real issue at hand.
This handbook also conflicts with many of the ideas presented in the seminar. Breen seems to discount all groups which are open to both gender, while the participants in the seminar felt that those groups could be helpful in breaking down gender barriers. The article on the seminar was very informative, and documented much of the discussions which took place, and the ideas which resulted from them. However, Breen's handbook had a very feminist attitude, and did not lend itself to open discussion or new ideas.
Breen's article was also very different from that of Stromquist and Odora. While the last two authors did state that illiteracy among women is a problem, the main focus of their papers was to address the problem head-on and discuss real solutions to help solve the problems which they raise. Breen seems to repeatedly state that women are at a disadvantage, but does little as far as presenting solutions to the problems she raises.
Like Stromquist and Odora, however, Breen does not mention illiterate women beyond those in the United States. The International Seminar was a perfect example of what needs to take place to discover new solutions, and new ways of implementing those solutions. The article concerning the seminar was written in 1993, while the other articles date before that year. That is evidence that there is a growing awareness and concern for the problem of illiterate women.
Out of all four of the articles, some ideas were a constant issue and several realistic and important solutions were raised. For example, in three papers, the authors agreed that women need to learn not only literacy, but how to put their knowledge to a James 7 good use which will in turn generate an income. Also, another important issue was the need to tailor the programs to make them more accessible to the women who need them the most. Monitoring these programs is also an important idea.
All four of the articles agreed that not only is it necessary to have literacy programs, but to also have some kind of support group for people to share their thoughts and feelings. However, the papers did disagree on how these groups should be used, and whether or not they should be gender selective.
The articles by Stromquist and Odora were not only the most informative, but also offered the most solutions in a realistic way. While Stromquist elaborated on the thoughts she was presenting, both she and Odora were very critical of strategies which need to occur in order to effectively combat illiteracy. Both papers dealt with challenging the traditional roles of women as homemakers, while teaching them useful skills. Both papers also dealt with women as teachers in primary schools, and both agreed that more attention needs to be given to the process through which literacy is obtained.
While the seminar also directly related to these two articles, it dealt less with the implementation of specific programs and more with the relationship of certain countries to literacy programs, and how certain governments indirectly ignore the special needs of women's groups.
Because of the traditional roles women have carried, their obtaining literacy is sometimes more difficult because of their roles in the home. Illiteracy rates are higher among women, and their traditional place in the home is one of the reasons. But through an examination of different authors with several different attitudes, many solutions have been uncovered, some realistic, some idealistic. But the need for change in literacy programs is obvious. More women need to be reached. By tailoring James 8 the programs to allow women to fit literacy into their lifestyle, more will be reached. The hopeful outcome will be to eliminate illiteracy in poverty stricken women, and also women in rural areas whose traditional lifestyle has not permitted them the access to literacy classes. The only question now is whether or not effective measures are being taken to eliminate the problem, not only in the United States but in countries all over the world. Gender issues of discrimination also play a role in the problem. Other questions of how big of a part men should play in support groups, or in literacy classes are raised. Ultimately, it is the illiterate women who will decide what programs will succeed in helping them.
1. Stromquist, Nelly P. "Challenges to the Attainment of Women's Literacy". 1990
2. Odora, Catherine, edu. ; and others."Women and Literacy ; Yesterday, Today and Tommorrow". 1992
3. United Nations Education, Scientific and Cultural Organization. "Women's Education and Empowerment." International Seminar 1992-1993
4. Breen, Mary, ed. "Women, Literacy and Action : a Handbook". Ontario Literacy Coalition. 1991