WOMEN EMPOWERMENT

Destiny hales
[COMPANY NAME]  [Company address]
How the materials I have selected shaped my thinking on my topic.

The researcher has chosen a women empowerment video from the YouTube channel
(https://youtube/UjvArrMfPwVe). The video shows statistics on how most persons who are working
in private companies are males. Less than 50% of females are being paid an insufficient amount of
wages compared to the males who are doing the exact job. The video also describes how women are
determined to change society perspective on equal rights for women in the workplace.

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The second reflective piece chosen by the researcher was a pdf document

Women empowerment has three dimensions political, economic and control over one’s body.
Stated by (Fernandez 2014)

One of the key questions stated was whether jump starting women’s human capital accumulation
can empower them and set them on a trajectory towards a better equilibrium or whether such
circumstances are maintained by binding norms , that cannot be easily relaxed by public policy (field
el al 2010). This question tends to be the heart of the analysis. Persons combined different programs
that provided the necessary information needed to educate adolescent girls about the two types of
human capital which are the

Vocational skill which deals with small scale income activities and life skills which help make better
choices about sex, reproduction, and marriage

Arears within a country were chosen and surveys were put in place to capture multiple dimensions
of empowerment and covers the topic related to

 The occupational skill

 The life skill component
 Other margins such as educational investments

PANEL A

Graph one showing characteristics

already married

with atleast 1 child

enrolled in school

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Panel A shows: At the baseline of the survey 5,966 adolescent girls were surveyed, at an average age
of 16. research shows just over 70% are enrolled in school full time and despite the young age 10%
already has at least one child and 10% are already married or in a cohabiting relationship (refer to
graph 1)

PANEL B

Graph 2 showing: an average score of girls confident about having a business

self employed unemployed not certain about finding a job

Panel B: focuses on economic empowerment. The average score only 70 suggesting most girls are
confident about having the necessary business-related skills, despite the confidence only 6% of the
girl’s report being self-employed in controlled communities (refer to graph 2). Given that 30% of girls
are not in school, most girls that has left the formal education system are not successfully
transitioning into work and remain unemployed, underemployed, or reliant on casual work. The next
row shows that 60% of girls worry that they will not find a job in adulthood.

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 PANEL C

CONTROL OVER THE BODY

percent of girls having sex against heir will

60%

50%

40%

30%

20%

10%

0%
Had sex unwillingly Pregnancy HIV knowledgez [0- HIV knowledge [0-6 uses other
knowledge[0-1 6 score] score] contraceptives
score]

percent of girls having sex against heir will

Panel C: deals with empowerment related to control over the body. The data suggest that ahigh
percentage of girls having sex against their will. 14%report having had sex unwillingly in the past
year. a very basic question was asked related to pregnancy knowledge and one (1) in four (4)
answered this question incorrectly. The question asked whether “a woman cannot become pregnant
at first intercourse “. girls score around 3.8 on a 0-6 scale of HIV knowledge. At the bottom of the
distribution, 5% of girls correctly answered all the questions and 2% provided no correct answer. An
average of 52%of adolescent girls report on wearing a condom if they are sexually active and only
17% report using some other form of contraceptive. These self-reports help explain why teen
pregnancy is relatively common for adolescent girls in this context

PANEL D

Panel D: examines the beliefs and aspirations of girls. We first present an overall index of ‘gender
empowerment’, scaled from 0 to 100 and based on multiple questions relating to gender roles in
labor markets, education, and household chores. A higher index value corresponds to girls believing
that tasks should be gender neutral, the index average is just 31 (out of 100), suggesting that pre-
intervention, adolescent girls themselves hold views that assign strong gender-roles in the main

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spheres of life. The final row reveals that adolescent girls believe that women should get married at
around 24 years of age: clearly observed behavior departs significantly from these expressed ideals,
suggesting the presence of other binding constraints.

In conclusion women, face these challenges with a lack of empowerment: they lag their
contemporaries in richer nations on many relevant dimensions of female empowerment but most
strikingly so as regards economic empowerment and control over the body. Yet effectively facing
each challenge requires us to think jointly about economic and reproductive issues [Duflo 2012]. A
lack of future labor market opportunities can reduce the incentives for young girls to invest in their
human capital leading to early marriage and childbearing, and potentially increasing their
dependency on older men. At the same time, teen pregnancy and early marriage are likely to have a
decisive impact on the ability of young girls to accumulate human capital and limit their future labor
force participation.

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The third reflective piece chosen by the researcher was a poem written by:rupi kaur

The poet speaks of females not having a right in

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