دانلود رایگان مقاله انگلیسی آیا آموزش و پرورش زنان فقیر را قادر می سازد تا در حقوق مالکیت برابری واقعی برقرار کنند؟ - الزویر 2018

ABSTRACT

Laws promoting gender equality often fail to improve women's experiences. This failure is particularly acute for the experiences of socio-economically marginalized women. Understanding why legislated equality as prescribed in laws often does not lead to the equality of outcomes is an ongoing puzzle in the studies of gender and politics. Utilizing an intersectional approach, this paper argues that education can serve as a constitutive element for marginalized women to enable legislated equality as prescribed in laws to lead to real equality, the equality of outcomes. This article empirically investigates the influence of education by utilizing a unique dataset compiled by an internationally recognized NGO, Kamer, on a representative data of the marginalized women in the eastern city of Diyarbakır in Turkey. The study indicates that a higher level of education is significantly and positively associated with the likelihood of claiming to obtain equal inheritance. Therefore, mere legislation of genderprogressive laws is not sufficient to improve the experiences of women, and achieving gender equality may require improving the educational status of women. The current study also outlines the gains from intersectional research in studying marginalized women's experiences and advocates for the employment of an intersectional approach in more empirical studies.

7. Conclusion

Overall, the results indicate that among the marginalized women in the city of Diyarbakır, Turkey, more education is associated with a higher likelihood of claiming an equal inheritance. This provides some optimism for improving the socio-economic status of women, as providing educational opportunities can be relatively easier than teaching a new language or providing financial independence. While these findings are specific to the lived experiences of marginalized women in Diyarbakır, Turkey, the research model can be applied and the mechanisms of education can be generalized to the lived experiences of women across the world. The results regarding the control variables do not indicate any significant findings for their relationships with the likelihood of claiming to obtain an equal inheritance. Yet, this is far from concluding that such factors do not have any significant relationship with the likelihood of obtaining equal inheritance. The ability to speak the official language of the courts is likely to be not a sufficient condition of protecting women's rights as it does not necessarily lead to increases of women's awareness regarding their rights. The findings regarding the education hypothesis also lend some support for this argument, as the probability of obtaining an equal inheritance was strikingly low for illiterates. Regarding the financial independence hypothesis, the conservative bias of my dataset likely prevented a reasonable estimation for the proportion of financially independent women, as there is a large financial ability difference between bringing home any financial income and having financial independence.