Ella McFadin
PSCI 2012
TA: Bryan Patrick Kelley
11 December 2017
Final Paper: Gender Inequality in Bolivia versus Sweden
For the purpose of this paper I will be comparing the societal problem of gender inequality in Bolivia versus Sweden. The problem of gender inequality is very severe in Bolivia and Sweden is considered to be one of the best countries for women to live. Women in Bolivia experience hardships and discrimination in their everyday lives, despite the fact that the Constitution of Bolivia includes equal rights for both women and men citizens. On the contrary, women in Sweden receive the same rights and opportunities as men in all domains of life.
Additionally the poverty level in Bolivia is significantly greater than in Sweden forcing women to leave school at an early level or never attend initially.
I hypothesize that the treatment of women in the workplace in the countries of Bolivia and Sweden can clearly be examined and compared to determine which system is more supportive of gender equality, by measuring the effects of, educational opportunities and legislative actions; which results in the disparity between pre-determined roles, educational opportunity, and gender equality within the two countries.
To make a cause-effect argument about which factor is the main cause of the problem to be worse in Bolivia than Sweden, I will explicitly state what I am studying and the variables involved in my hypothesis. My study analyzes the equal treatment of women by comparing the difference in outcomes between the two countries. The independent variable, what actual changes caused the differences, is education at an early age, penalties for abuse toward women, and status through equal opportunities. The dependent variable, or resulting outcome, is equal opportunities versus limited, less emotional and physical sustained abuse. There are also extraneous variables, which can not be measured accurately, such as poverty among the uneducated including indigenous women, male perceptions of women in Bolivia and their value, women's acceptance of their role, and treatment handed down for generations. My theory analyzes that without education opportunities and enforced penalties against abuse, women will continue to be treated unfairly in Bolivia. However, if women have access to education and if men receive penalties and are punished for crimes against women then women will be treated better overall and their lives will improve.
According to the UNICEF online source, The Situation of Women in Bolivia, “In Bolivia, a traditional misogynist culture persists where women are assigned a subordinate, traditional and dependent role, mainly the roles of reproduction and care of the family.” Research from the UNICEF Bolivia has shown that illiteracy is higher amongst women than men, as well as having a significantly high maternal mortality rate. Women in Bolivia also have a low income generating capacity with regard to men making a higher income while working less. The Human Development Report on gender in Bolivia evaluates how, “Bolivia treats men better than women.” (Castro, 2003). The report analyzes how men receive a better education and health assistance while women are basically forced into the role of domestic work. The causes of the issue stem from many variables, however, one cause is because of the high prevalence of domestic violence against women that takes place. Women are also exposed to exaggerated masculinity and are used as promotional tools in advertising which reinforces stereotypes and basic assumptions about women. According to the 2008 National Demographic and Health Survey (DHS) nearly 50 percent of women in Bolivia have suffered psychological, physical or sexual violence at some point in their lives. Additionally, between 25-27 percent of women who have never attended school or no higher than secondary level experienced physical or sexual violence. Indigenous women face an even greater risk with 55 percent of women between the ages of 20-24 having suffered violence. (Demographic and Health Surveys, 2008).
The book, Bolivia: Challenges and Constraints to Gender Equality and Women’s Empowerment, published by the World Bank Group, analyzes that although education is a right for both genders, indicators show persistent disparity. The primary school completion rate in urban Bolivia for men is 80 percent, while for women the rate is 71 percent. In addition, great disparity exists for secondary schooling as well: 56 percent versus 48 percent. The indigenous status is even worse with 70 percent of men completing primary school versus 40 percent for women. Secondary school completion is 51 percent versus 29 percent. Percentages show even greater disparity in rural areas where poverty is even greater. It is as if both men and women are caught in a vicious circle of poverty which can only be resolved with better education and yet this extraneous variable keeping them from getting the education they need to succeed. For women the barriers to education include pregnancy, domestic and care work, lack of economic resources and doing the labor market. The greatest barrier is the lack of economic resources which affect 88 percent of all women (both non and indigenous women). Lack of legislation to curtail violence against women is also an issue as gender-based violence against women remains widespread with young and married women the most vulnerable. (World Bank Group, 2015).
On the contrary, women in the Swedish society are ensured fair gender equality policies. From the online source, The Swedish approach to fairness, published on Sweden's website this year states, “The overarching principle is that everyone, regardless of gender, has the right to work and support themselves, to balance career and family life, and to live without the fear of abuse or violence.” (Swedish Institute, 2017). The article analyzes the importance of implementing gender equality at schools to guide all levels of the educational system. Sweden also promotes a healthy work-life balance through their welfare system that offers paid parental leave. Although there are still pay differences present, Sweden emphasizes the importance of equal treatment in the workplace. The article also stated, “Sweden has one of the world’s highest representations of women in parliament.” (Swedish Institute, 2017). It is important to note for the purpose of this paper the term of gender mainstreaming, which describes the idea of undertaking a gender equality perspective into all levels of the government agencies. As I mentioned above, Bolivia has a high violence rate against women, while in Sweden each, “instance of sexual and psychological degradation against the woman is taken into account. The maximum sentence for a gross violation of a woman’s integrity is six years’ imprisonment.” (Swedish Institute, 2017). I believe this to represent a factor which attributes to the inequality of women in Bolivia and equality in Sweden.
To emphasize the nature of the issue in Bolivia, the gender inequality that stems in education, creates a lack of uneducated women which allows them to think that the abuse and other poor ways of being treated is ok and is the way of life. In the article, The Sources of Inequality in Bolivia, Vargas investigated how, “In the long run, education and demographic change tend to explain the income inequality.” (Vargas, 2012). Bolivia has faced struggles in education opportunity gaps between rural and urban areas as well as differentiation in the levels of education between different ethnic groups. Vargas also states, “An improvement on educational levels could lead to a reduction in poverty and inequality even further.” (Vargas, 2012). In another article, The Different Sources of Income Inequality in Bolivia, Colombia, and Ecuador; the authors found that 50 percent of the individuals in Bolivia have not made it past primary educational levels. They also highlight how Bolivia has a significant number of women who do not return for any higher level of education. (Aristizabal-Ramirez, Gustavo, and Jetter, 2015) .The independent variable of education, if improved, can result in better preparation of women leading to greater gender equality. The way to defeat gender bias for Bolivia will be when women can have a say and know how to say it from being educated. Being educated will allow for women to have a voice and can identify when they are being unfairly treated.
In Sweden, their gender equality in educational systems is considered to be fair. In an article, Gender Equality in higher education, researchers found there is a larger number of women students than men in higher levels of schooling and because of this the gender gap has widened. The article explains Sweden's increase in gender equality in education of how, “The proportion of women has gradually grown since the 1977 higher education reform, incorporating programmes in which women predominated, for instance in education and health sciences, into the higher education sector.” (Swedish Higher Education Authority, 2017). This has allowed for women citizens of Sweden to receive a greater education which leads to more opportunities and breaking the predetermined role standard.
From comparing and measuring the effects of, educational opportunities and legislative actions between these two countries, we can better understand the root cause of inequality in Bolivia and equality in Sweden. Improving the educational system in Bolivia will better improve the treatment of women in the workplace and help to break down the barriers that force women into the role of domestic work.