Gender Inequality Essay Topics
1. Gender and Economics: Gendered Pay
The implications of pay differences among men and women in different industries.
2. Gender and language: Masculinity versus Femininity
A discourse analysis on the masculinity and femininity of certain languages that trigger gender inequality.
3. Gender Inequality in the Society: Theory and Practice
Building a discourse on gender based on different theoretical bases.
4. Battle of the Sexes: Male and Female Dichotomy
This gender essay topic will focus on he competition between male and female in different aspects of the society.
5. Dealing with Patriarchy: Where is Equality?
Defining patriarchy and how it takes away equality.
6. The Feminist Stigma: Why Men are Afraid of Feminism
This gender inequality essay topic will delve deep on the concept of feminism and why it is misunderstood by the society.
7. Feminism and Intersectionality: Why it Matters
The importance of intersectionality in a gender sensitive community.
8. Gender Discrimination: History and Culture
Historicizing patriarchy in the context of culture.
9. Men Over Women: Why Men are Perceived Superior in the Society
Gender roles in the society and the superiority of the male character.
10. Gendered Employment: Men versus Women in the Workplace
Why men are still favored over women in the society.
11. The Rise of Feminist Ideology in Contemporary Society
Explaining feminist ideology in theory in the actual conditions of the society.
12. Gender in Capitalism: Capitalizing on the Gender Struggle
How capitalism uses the issue of the gender struggle in forwarding their capitalistic intentions.
13. The Gender Struggle: The Strife for Equality in the Society
Who affects the gender struggle? Why does equality matter in the society.
14. Race, Gender and Culture: Defeating the Dichotomies
These three aspects of the society are the main reason why discrimination continues to flourish and makes the concept of inequality seem to be far-fetched.
15. The History of the Patriarchy: Tracing the Roots of Gender Inequality
Identifying the roots of patriarchy in the society, putting focus on the male privilege.
16. The Rise of Female Agency: The Role of Feminism in Women’s Rights
Female empowerment and women’s rights as the actualization of women in the society.
17. 1st to 3rd Waves: Feminism over the Years, the Good and the Bad
Explaining the different waves of feminism and laying out the details of the intentions of each wave.
18. Misogyny and Sexism: Why it Continues to Happen in the 21st Century
Laying down the roots of misogyny and sexism in the contemporary society.
19. Misogyny: Internalized Hatred for Women
Identifying misogyny as a trait in individuals triggered by different aspects of society, history and culture.
20. The Value of Women Empowerment in Different Aspects of the Society
Building a discourse on women empowerment and how it helps all women around the world.
21. Beating Oppression: The Implications of Patriarchy in the Society
A showcase of actual implications of patriarchy.
22. Writing About Gender Inequality: History, Culture and Society
A discussion on how to write about issues on inequality; using concepts from history culture and society.
23. The Female Liberation: Women Empowerment throughout the Years
Focusing on the rise of the female agency.
24. The Male Gaze in Media: Objectification of Women in Movies and Television
Why women are objectified through their sexuality in media.
25. Objectifying Women: From Politics to Culture
Why is objectification embedded even in politics and culture.
26. The Female as Male Trophy: Unequal Roles in the Family
Objectifying women often leads to building an image of the woman as a trophy of the man, especially in marriage.
27. Inculcating Gender Equality: The Issue of Gender in Education
How is gender embedded in the educational system.
28. The Gender Spectrum: The Plight of the LGBTQI+ Community
The LGBTQI+ struggle and discourse.
29. Marching for Pride: The LGBTQI+ and Discrimination in the Society
Why is the LGBTQI+ community still not completely accepted in the society.
30. Sexism in Hollywood: Gender Discrimination in Casting, Employment and More
Issues on gender in Hollywood as claimed by famous actresses.
31. Gender and Media: the Sexualization of the Female Identity
Why does the media opt to utilize the sexuality of the female in order to convey a message.
32. Gender and Sexuality: The Female Agency and Empowerment in the Discourse of Sex
Why is there a stigma put on women who choose to be empowered in the context and discourse of sex.
33. Why Female Sexuality is a Threat for Males
Why are men threatened when women embrace their own sexuality.
34. Gender and Sexuality in Popular Culture
How is gender and sexuality conveyed in popular culture which is also a tool of capitalism.
35. Women in Popular Culture
A discussion of popular female icons in popular culture; heroines and fairytale princesses.
36. The Male Gaze
The contribution of the male perspective in the objectification of women especially in movies.
37. The Culture of Discrimination in Gender
This gender essay topic will focus on the implications of discrimination in the marginalized gender.
38. Why Gender Identity is Important
A discussion of gender and its contribution in the formation of identity.
39. Gender Performativity
Performativity as a way to understand the dynamics of Gender according to Judith Butler and other scholars.
40. The Hope For Equality
Gender inequality as only one of the factors in the long term struggle for social equality.
The late 1960s brought on the first real indication that feminist groups were concerned with the education system in North America. The focus of these feminist groups captured the attention of teachers, parents, and students. At first the evidence for inequality in schooling was based on no more than specific case studies and anecdotal references to support their claims but as more people began to show concern for the situation, more conclusive research was done to show that the claims of inequality were in fact valid and definitely indicated a problem with the way that schools were educating the future adults of society. One of the problems which became apparent was the fact that the policy-makers set a curriculum which, as shown specifically through textbooks, was sexist and for the most part still is.
Textbooks are one of the most important tools used in educating students whether they are elementary school storybooks or university medical textbooks. It is therefore no surprise that these books are some of the most crucial information sources that a student has throughout their schooling. Many studies have been done examining the contents of these books to reveal the amount of sexism displayed in these educational tools. The results clearly show that gender inequality definitely runs rampant in textbooks some of the sexism subtle and some overt. To begin with, it is apparent that historical texts show a distorted view of women by portraying them unfairly and inaccurately and neglecting to mention important female figures, instead opting to describe their sometimes less influential male counterparts. Elementary and secondary school textbooks are also guilty of gender bias.
In elementary and secondary school textbooks, sexism takes many forms. Boys predominate in stories for children; they outnumber girls 5 to 2. When girls are present in texts, they are almost always younger than the boys they are interacting with, which thus makes them foils for the boys’ greater experience and knowledge– a situation commonly referred to as the ‘ninny sister syndrome.’ Girls are shown to be far more passive than are boys and to engage in fewer activities. In fact, sometimes grown women are portrayed who rely on small boys (often their young sons) to help them out of difficulty. (Fishel and Pottker 1977. p. 8)
Surprisingly it is not only these hidden forms of sexism that appear in textbooks.
One study found sixty-five stories that openly belittled girls (two were found that belittled boys). Another study pointed out an instance where Mark, of the Harper & Row ‘Mark and Janet’ series, states: ‘Just look at her. She is just like a girl. She gives up.’ Male characters said, in another story, ‘We much prefer to work with men.’ This type of material on the treatment of girls would seem to have little social or educational value, and its widespread use is difficult to understand. (ibid, p.8)
In the long run, the ideas put in students heads through textbooks, perhaps through the lack of female role models, can affect the choices they make in the future with regards to employment.
Actual teaching situations are also prone to sexism. For the most part teachers do not try to be sexist but, for sociological reasons, can not help it. For the sake of this paper, it will be assumed that these situations occur mostly in co-educational schools, but single sex schools are in no way immune to the same problems. A perfect example of society’s male-dominance interfering in education unintentionally is when teachers assign projects to their students. The teachers may hand out lists of acceptable topics ranging, in a history class for example, from fashion to transportation. The teachers then give the students a choice as to which topic they would like to do the project on. The underlying problem with this is that girls tend to choose what could be considered more “feminine” topics while the boys will choose the more “masculine” ones. “Offered to the pupils as free choice, such selections are self-perpetuating, leading to the expected choices and amplifying any differences there may have been in attitudes.” (Marland 1983, p. 152) The reason for this could be that society, through the media and other modes of communication, has pre-conceived notions as to what issues are “male”, “female”, or unisex.
Another example of how females are prone to gender inequality in the classroom is during class discussion and also what the teacher decides to talk about in the class. Classroom behaviour is a major focal point for those who identify examples of inequality. There are many differences in the way that females and males present themselves at school. It is apparent that in classroom situations males talk more, interrupt more, they define the topic, and women tend to support them. It is generally believed in our society that this is the proper way to act in classroom situations, that males have it “right” and females don’t, they are just “pushovers” and don’t have enough confidence. This, however is a big assumption to make. Some research has been done in this field that could, however, begin to refute this stereotype. It is frequently assumed that males use language which is forceful confident and masterful (all values which are regarded as positive). Females on the other hand, it is assumed, use language that is more hesitant, qualified, and tentative. One can look at the example of the use of tag questions, which are statements with questions tagged onto the end such as “I’m going to the store, all right?” It is obvious that if the above assumptions about the use of language were true, this hesitant, asking for approval type of question would be more frequently used by women. “. . . studies were carried out to determine whether women used more tag questions than men. It was found that they did not. Betty Lou Dubois and Isabel Crouch (1975) found that men used more tag questions than women.” (ibid p. 100)
The end of high school brings about more obstacles for women on the way to achieving equality in the workplace. One of the most important steps in achieving a high paying, high status job is post-secondary education. It is apparent that even today women are being encouraged to follow certain educational paths. This is shown very simply by the fact that even here at Queen’s University, men vastly outnumber women as both students and faculty members in such programs as Applied Science, while women greatly outnumber men in the programs of nursing and concurrent education. Women have historically been encouraged to enter into what could be considered “caring professions” such as nursing, teaching, and social work. This is shown very crudely in the book Careers for Women in Canada which was published in 1946 and written by a woman. The book devotes almost 200 pages to pursuing careers in such fields as catering, sewing, being a secretary, interior decorating, the arts, teaching, and nursing while it only allocates 30 pages to medicine, law, dentistry, engineering, optometry, and more combined. The following quote clearly illustrates the beliefs of the more liberal people of that time. “Some women have specialized in surgery. There can be no doubt but that a capable woman may operate very successfully on women and children, though it is doubtful whether a man would call in the services of a female surgeon except in an emergency. (Carriere 1946, p. 234) Although much has improved since the 1940s, the enrollment numbers in university programs clearly indicate that women still have a long way to go before gender is not an issue.
After choosing a career path, women enter the workplace with a disadvantage. They have the same financial responsibilities as men with regards to supporting families and themselves and much of the time they have an even heavier burden because there are many women in today’s society who are single mothers. Given that there is no question that the need for money is identical it can, therefore, be concluded that there is a major problem with the wage structure in today’s jobs. The wage gap clearly shows that society as a whole puts more value on the work of males than on the same work done by females. The facts that have been displayed above showing that education is itself a sexist institution perhaps explain why there is this inequality once schooling is finished. The fact that textbooks show males as being more successful than females, that teachers set assignments which reinforce gender stereotypes and sex roles, the fact that “masculine” behaviour is reinforced while “feminine” behaviour is condemned, and the fact that women are encouraged to choose certain career paths all validate the claim that the gender inequality in employment situations can be directly related to the way that children are educated.