However, Turkey is considered a "soft" power in the Middle East (Altunisik, 2005), so this small step alone is unlikely to result in immediate sweeping change. However, this does represent a small step and demonstrates that the women's movement is gaining strength.
Middle Eastern culture centers on the village and the local conditions Societies within the Middle East developed in geographically isolated pockets. Historically, these pockets had little contact with each other and developed their own ideologies and traditions that made them unique. Among those traditions is how they define women's roles and treat them in regard to education and career opportunities.
One such example of this distinction due to locality is the case of India. Southern India follows a matrilineal family system, while a patrilineal system is followed in the North (Ghandi, 2003). Despite the existence of laws Southern India that support the inheritance of property by women, tradition prevents them from achieving the reality of property ownership (Ghandi, 2003). Although, a traditional matrilineal system exists, women are still considered a disadvantaged group in that region (Ghandi, 2003). Similar trends are seen in the education of women, both in that region and elsewhere.
The Population Reference Bureau (PRB) conducted a survey of literacy rates among males and females in many countries throughout the Middle East and Northern Africa. Education is one of the key strategies being used to help improve the well-being of individuals. The findings of this study indicate that access to education are improving and that there has been some progress in the education of women (Roudi-Fahimi & Moghadam, 2009). Many of the improvements have been in primary education, but gaps still exist in access to secondary education (Roudi-Fahimi & Moghadam, 2009). However, overall, women are more likely to enroll in universities than they were in the past.
A summary of the data contained in the PRB report indicated that the highest levels of illiteracy among women are found in Iraq and Yemen, were over 75% of the women were still illiterate as of 2000 (Roudi-Fahimi & Moghadam, 2009). Jordan and Qatar had the lowest rates of illiteracy at 16 and 17% respectively (Roudi-Fahimi & Moghadam, 2009). Morocco and Egypt also had notable high rates of illiteracy, but not as high as Iraq and Yemen (Roudi-Fahimi & Moghadam, 2009). Illiteracy rates demonstrated considerable variation across the countries surveyed. They demonstrated dramatic differences between locations, supporting the importance of local culture and law on the ability of women to achieve an education.
Conclusion
Middle Eastern women that embrace the growing feminist movement risk placing themselves at odds with their families, their communities and their government. Laws and proclamations take a back seat to traditional ideals about morality. Women continue to represent a proportionally low percentage of the total workforce (Roudi-Fahimi & Moghadam, 2009). In some countries,...
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