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The United States population of women in higher education grows, just as in some areas in Latin America and the Caribbean. However, there is still inequality between men and women in higher education in Latin American and the Caribbean. In rural areas, education seems to be less beneficial than in the urban areas. Yet girls in poor communities still have more obstacles than boys in similar backgrounds because of inheritance laws and differences in wage.
The accumulated wealth from asset ownership of men at marriage tends to be greater than for women.
Women earn less, indigenous and black women earn the lowest wages in rural areas compared to urban. So, families are left with a choice to either send their son or daughter to school, they tend to choose what they believe is more beneficial. Taking away the opportunity of a girl because they suspect she will earn less if she works herself. (Stromquist 147:2006). If a woman does succeed to obtain a teaching certificate they are usually teaching the lower levels and men at higher levels and as administrators.
Women teach the humanistic and social science subjects, while men take over the mathematics and natural sciences (Stromquist 148:2006).
These masculinizing practices are telling students and teachers that boys and men are superior to girls and women. From how they manage discipline, sports, and peer culture students are exposed to beliefs that shape their norms that only pushes this cycle of girls and women facing inequalities and obstacles from obtaining their education. (Stromquist 148:2006).
Some people may say that education isn’t as important to some areas as others. I say education helps women be more able than non-educated women to make choices pertaining marriage, family, and child health. They are prepared to take on a job and participate in political events. “Education does help women and yet it leaves untouched some fundamental gender ideologies and practices in educated women and men” (Stromquist 149:2006). It is a human right for women and girls to continue their education. It develops an identity for themselves as an individual (Strompquist 150:2006). It helps them become leaders who want to keep to change the status quo. In Latin American, it is recognized that women of minority and rural populations experience educational obstacles, there are global forums to assist with solving this issue, yet only one policy was made to help girls and women in this issue exists in the region. It needs more support in other social groups besides the state.
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