Social Inequality In Saudi Arabia

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Saudi women’s education. As explained by feminist theory, women’s inequalities originate from the social structures and institutions that are dominated by men (Acker, 1987). In the context of Saudi Arabia, women have been treated with disrespect and consequently their values in the Islamic society are not acknowledged (Katz, 2013). The manipulation of conservative norms and traditions Saudi Arabia led to the origin of male dominance (Katz, 2013). The ideology that women do not deserve quality education is therefore preserved. However, it is important to note that the position of women in Saudi Arabia is not perpetuated by the Islamic religion but rather, self-driven motives that aim to subordinate women (Shukri, 1999). Due to the manipulation…show more content…
According to Fesmire (2003), social habits emanate from customs determining the social habituation. In other words, human beings’ habits, both vicious and virtuous, namely love and malice, deceit and honesty, courage and cowardice, and bigotry and tolerance are products of interaction with the social world (Alhareth et al., 2015). Will or coercion cannot change these habits because they are shaped by the environment. This explains why subordination has always persisted in the Saudi society caused mistreatment of the women. Another form of oppression the women undergo is the deprivation of basic…show more content…
Bawazeer (2014), in his study on feminism, aimed to discover the conflicting discourses with regard to the position of women as students in Jeddah, Saudi Arabia. The study also states that there is a limited number of studies on the women in higher education in KSA (Bawazeer, 2014). This study was an inductive empirical study conducted in two stages. The first stage involved the preliminary qualitative study through a focus group. The second stage involved the use of quantitative interview questionnaires that were distributed among the students in the King Abdellaziz main campus for women (Bawazeer, 2014). Through the qualitative method, the study succeeded in describing different feminist discourses. The sample for the focus group discussion was conveniently chosen whereby eight second or third-year students from King Abdelaziz University in Jeddah were used. The results from the focus group indicated that quality education increases the women’s responsibility and privileges. According to Bawazeer (2014), the results from the questionnaires indicated that education provides both social and economic fulfillment among women (Bawazeer,

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