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Kenadie Jackson

Mrs. Robinson

Period 6 10H

1 December, 2021

Women’s Rights Literature Review

Introduction

What is a woman's role in public life? This question has been pondered and debated since

the dawn of time. A woman’s role in society and public life is a hot topic, and is a prevalent

issue, but this review is going to segue and focus on women’s rights in public life. This literature

review will be showing the research on women’s historical rights, physical rights, and human

rights. It will also be elaborating on dress codes and accountability, and the gender pay gap.

This review is important because of the information being shared to the readers who may

not know certain aspects of the women’s rights debate. To add logical input on a topic, being

well informed and well educated about it is necessary. This review will shine light on the issue

and inform others about the issue.

A woman’s role in society is debated daily, but this paper will be focusing specifically on

women’s rights. Their historical rights, physical rights, human rights, dress codes, accountability,

and the gender pay gap. The research for this review is taken from articles reviewed by the

databases, SIRS and Gale.

The order of the topics will be historical rights first for context. This review will then go

into physical rights, which ties into dress code and accountability. From there the reader will

venture to research on human rights followed by the gender pay gap.

History Rights
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The history of women’s rights is rich. Women face restrictions based on their gender, and

have for centuries. Women have held less economic power than men have. The number of

patriarchal societies heavily outnumbers the amount of matriarchal societies (Gale 1, Gale 2).

Patriarchal governments have notoriously denied women their rights. In 1789 the constitution

was changed to say “people” rather than “men”.“Married women could not hold, buy, or sell

property, sue or be sued, enter into contracts, or retain their own wages” (Staff). That changed in

1939 when Mississippi and other states enacted the Married Women’s Property Act. This act

makes it possible for a “married woman to be the sole owner of the property she brings into a

marriage. This law also protects the wife from her husband's creditors” (Staff). Women have

been denied human rights, and the women’s suffrage movement wanted to make a change to that.

There were parties against them, led by wealthy women. Parties like NAOWS, National

Association Opposed to Women Suffrage (Staff). When looking in history we see small groups

of women taking small stands that grow into bigger changes. In the UN Decade for Women

many things were “hashed out”. Women got to meet and go over their vulnerabilities and

experiences. The changes caused older women’s rights movements to join the new campaigns for

women. Quickly many changes followed suit. There was lots of backlash and eyes opened

(Quataert).

Physical Rights

Women have a lack of rights, and a lack of rights over their own physical body. Many

pregnant women have described hearing a clock counting down to the point they are no longer

people in control of their bodies to when they are government hosts to a fetus (Hesse). There is

no other circumstance where an adult is required to relinquish their rights. Men wouldn’t stand

for being controlled, why should women? Pregnancy has two participants: the woman holding
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the fetus and the fetus. How did the emotional and physical state of women get shut out of the

narrative? (Blow, Hesse). The #MeToo Movement has many connotations surrounding it, and it

is known as the “Sexual Harassment” movement. When it was meant to spread women activism,

but now that view is overshadowing the original meaning for it. Many other movements came

before #MeToo, and they were overshadowed by it. In fact a publication from the institute of

Development Studies shows evidence of the #MeToo movement impeding women’s rights,

especially in the Global South. In the Global South women are made fun of for mentioning

#MeToo saying that it is a “Western thing” (Tadros). Women are even controlled on what to

wear, and how to act. Women’s rights should be an extension of human rights, but they have not

been fully achieved and protected in every nation. Women are more likely than men to suffer

poverty, lack of food, lack of education, and employment (Blow, Hesse, Dunker, Tadros, Gale 2).

Dress Code and Accountability

In schools dress codes are targeted towards their female students to prevent “distractions

in the learning environment”. Dress codes sexualize girls and make them think it is their fault if

they get cat called or stared at. Since schools share the image that it is up to the girl to cover up

to not distract boys, the school is sending a message to the male students and teachers that they

really cannot “control themselves”. Sexualizing girls from a young age because of their choice of

clothes perpetrates rape culture. “Rape culture ‒ a common term simply defined as “a society or

environment whose prevailing social attitudes have the effect of normalizing or trivializing

sexual assault and abuse.” Dress codes also shame girls for their beautiful bodies, and make them

insecure and feel constantly sexualized. Not only does the negative stigma placed on the female

body affect how girls and women view themselves, it also relinquishes any male accountability

for how they view and treat women. When women are seen as a “distraction to learning” it
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eradicates the necessary accountability lesson boys need to learn. Saying “boys will be boys”

allows “the female body [to be] sexually exploited at any age because of what girls wear”.

“Students are raised from ages 5-18 with the knowledge that girls should be ashamed of their

bodies, that the female body is inherenty sexual, this sexist idea can be dangerous”. When a

woman is sexually assaulted, society will first ask what she was wearing to provoke a man to

such actions. Society should start holding the abuser accountable, and no longer blame the victim

of a heinous crime. Dress codes should be eradicated. Treating others with accountability and

respect should be the main principle of any school, “not body-shaming one gender into modest

submission fit for traditional patriarchal values” (Dunker).

Human Rights

“Women have been subject to more human rights violations than men” (Arat). Steven

Hopgood asked whether “Universal human rights [are] the best foundation to build the local

political leverage necessary to end discrimination and violence against women” (Quataert).

When looking at anti-abortion bills people only see them mentioning the fetus. The fetus’s

heartbeat. The fetus’s fingernails. The fetus’s worth. They never mention the living woman with

a heartbeat, fingernails, and worth. These anti-abortion laws not only take away a woman’s

choice and let the government go against the fourth amendment of privacy, but they aren’t

treating women like humans who can asses their own emotional and physical state, risk

tolerance, and desires for their own future. These bills are protecting an idea of what society

deems a woman should want, feel, and be in motherhood. They aren’t protecting actual women.

Human rights are universal, and women rights should be, they are often challenged by cultural

relativists (Hesse, Arat). “Just as gender needs to be deepened by equal attention to class,

ethnicity, race or sexual orientation in order to reach its full analytical potential, so too do local
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human rights movements” (Quataert). Progressive philosophers could promote political freedoms

and rights, but reject the notion of equality of the sexes which led to the “French Declaration of

the Rights of Man and Citizen”. Nevertheless a few elite women raised their voices and

objections by issuing the “Declaration of the Rights of Women” and “A Vindication of the Rights

of Women”. Eleanor Roosevelt argued how using the language of “All men are brothers” it really

means that all humans are brothers. Despite her attempt at peace the voices rose stronger and the

government language was changed to “human being”, “everyone”, “person”, etc. CEDAW is an

international treaty for women’s rights. “185 countries constituting 96 per cent of the UN

Member States have become parties to the convention. However, ratification, accession or

succession by 78 countries (42 percent of States parties) [are] involved in declarations or

reservations, which allow them to limit their treaty obligations” (Arat). There are fights for

human rights as women's rights happening but the countries listening and signing treaties are

limiting themselves to fit their cultures and personal vendettas.

Pay Gap

“We have been talking about the wage gap for years now with no action taken by this

Senate. Women with the same jobs, the same degrees ‒ sometimes even better degrees ‒ than

their male colleagues are making less money. For women of color, the gap is even wider” Senate

Majority Leader Chuck Schumer (King). The gaps in pay between white men, women, and

women of color are big. There are gaps in pay for people doing the same amount of work under

the same title (See Table 1) (Arat, Gould). “Asian women face the smallest wage gap – they earn

84% of what white men earn, resulting in a pay gap of 16%. White women earn 75% of what

white men do, while black women earn 65% and Hispanic women earn 55%” (Gould).

Table 1. A woman’s annual earnings compared to a white man’s annual earnings.

Source: Gould, Skye “These 5 charts show how big the pay gap is between men and women”

World Economic Forum, 15 Mar. 2017

https://www.weforum.org/agenda/2017/03/these-5-charts-show-how-big-the-pay-gap-is-b

etween-men-and-women/, Accessed 6 Dec. 2021.

The senate blocked the consideration of the Paycheck Fairness Act. The act would have required

employers to disclose information about their pay scales, and prove the pay differences in men

and women are strictly job related reasons (King). People will argue that this act is needed, and

that the gender wage gap stems from discrimintation from the employer between men and

women. Others argue that the wage gap is a myth, saying, women working full time earn 20%

less than men isn’t from discrimination but from the separate employment choices made by men

and women (Anderson). Yes, a female maid for a hotel will get paid less than a male manager for

a hotel. Table 1 is showing that a white male manager working 40 hours compared to a hispanic

female manager working 40 hours will get paid 45% more than the female.
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Conclusion

A woman's role in public life. A woman’s role in society and public life is a prevalent

issue. I have presented the research I’ve done on women’s historical rights, physical rights, and

human rights. This literature review has also shown the research on dress codes and

accountability, and the gender pay gap. The main gap in my research is the teen voice and

opinion on the topic. As the up and coming generation, Gen Z will face this hot topic. How this

generation views it, is how the future for women will be shaped. Understanding the male and

female teenage perspective on women's rights will provide insights for the research being

constructed.

Methods

Participants

In this section of research, the results show what 55 10th grade students at Alta High

School in Sandy Utah know of a woman’s experience in public life. Of those 55 students, 65.5%

were female and 34.5% were male. All students are ranging from ages 15-16 years old, and they

all live in Utah. Salt Lake County leans slightly liberal politically with 53% of registered voters

voting democrat, 42.1% voting Republican, and 4.8% voting independent in the last presidential

Election (“Sterling’s Best Places, Politics and Voting”). Most Sandy residents identify

themselves as being religious at 75.4%, 24.6% describe themselves as not religious (“Sterling’s

Best Places, Religion”). 435 of Sandy City adult residents have a bachelor degree or higher,

33.8% have an associates degree or any college experience, and 18.2% have their GED or a high

school diploma (Towncharts.net). Participants came from Alta High School’s 10th grade Honors

English cohort where 34.5% are male and 65.5% are female. Of the students 89% are White, 7%

are Hispanic/Latino, 3% are Asian, and 1% are African American.

Instruments

Seven qualitative questions asked students a wide range of questions. One quantitative

question asked students to participate in a scale of 1 to 4 in order of most to least important. The

quantitative results asked students to scale the following issues from 1 to 4 (1 being greatest

issue and 4 being the least greatest issue): Wage gap between men and women, business

positions seen as “male” roles rather than “the best person for the job” roles, dress code targeting

certain students, and universal human rights. The responses lead me to believe, based on the

majority, the students believe these are the main issues in order from greatest to least importance:

Universal Human Rights, Wage Gap, Business positions seen as “male” roles rather than “the

best person for the job” roles, and dress codes targeting students. The qualitative questions asked

the following: 1. Is the gender wage gap real, and/or an issue?, 2. Is there sexism in the

workforce, home life, and/or school life?, 3. Is having a dress code sexist?, 4. What do you know

about the #MeToo movement?, 5. What do you know about the history of women’s rights

movements?, 6. In your opinion, do small movements make a difference?, and 7. In your

opinion, do you see the women’s rights movement as dramatic girls or powerful women? By

asking these questions it was hypothesized that the questions would demonstrate a student's

knowledge of women's experiences in the workplace. It was also hypothesized that the students

would reply based on self experience rather than a wide perspective.

Analysis

Google gathered the data in Table 2 showing what students see as important and least

important. The results shocked me with 76.4% of students voting for universal rights as the most

important and 51% voting dress codes as the least important issue. The votes for dress code not

being sexist were mainly from male students with them all voting “no”. This questions if the
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male students voted based on experience or knowledge of dress codes. Google forms compiled

the qualitative data showing a wide variety of answers to the wide variety of questions. This data

was analyzed in the subcategories of yes, no, or both/depends. Students had the opportunity to

explain their answers further if they felt it was necessary.

Results

Students were asked about the gender wage gap and sexism in the workforce, dress

codes, the #MeToo movement, and the small movements of women’s rights. The recorded results

are qualitative. When asked if they believed the gender wage gap was an issue, out of the

students 69% said yes, 14% said no, and 16% didn’t know what it was. There were 19 male

students and 36 female students, and when asked if there is sexism in the workforce there are

obvious gender based answers. 42% of male students say yes, 21% say no, and 36% said it

depended on the professions. One male student answered, “probably, I haven't personally

experienced it”. Experience is a big factor in these answers, especially experience as a male,

impacts many decisions. When asking female students 80% said yes, 8% said no, and 11% said

they weren’t sure. Experience is a big factor in answers. When asked if dress codes are sexist

89% of the male students answered no, and 80% of the female students answered yes. A female

student, a part of the 19% who answered no, stated, “no because there are some things that

shouldn't be shown in school or at work and it also shows professionalism”. The #MeToo

movement was a big movement meant to spread women activism. Many other movements came

before #MeToo, and they were overshadowed by it while #MeToo’s negative connotation

overshadowed the activism of the move. When the survey asked what the #MeToo movement

was 78% of answers said no, and 66% of those answers were from female students. This was a

small movement like many other small movements, and while many students (74%) believe
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small movements make a big difference they were hesitant to believe that women’s activists or

history made a difference. One quantitative question asked students to participate in a scale of 1

to 4 in order of most to least important. The results of the scale show what the majority of the

students believe is the most important issue to the least important issue: Universal Human

Rights, Wage Gap, Business positions seen as “male” roles rather than “the best person for the

job” roles, and dress codes targeting students (See Table 2 below). Universal rights had 76.4%

vote 1, 16.4% vote 2, 1.8% vote 3, and 5.5% vote 4. The wage gap had 27.3% vote 1, 49.1% vote

2, 16.4% vote 3, and 7.3% vote 4. Business roles had 23.6% vote 1, 38.2% vote 2, 30.9% vote 3,

and 7.3% vote 4. Finally, the dress code topic had 18.2% vote 1, 12.7% vote 2, 18.2% vote 3, and

51% vote 4.

Table 2. The results of the survey scale comparing the student’s answers, and showing

what they believe the importance of each issue is.

Discussion

My hypothesis was that a student's gender would impact their response to women’s

rights, and students would answer based on experience instead of research. Based on the research

on the student’s answers my hypothesis was supported. When asked about sexism in the

workforce, and if it was a prevalent issue; there are obvious gender answers. 42% of male

students say yes, 21% say no, and 36% said it depended on the professions. A male student

answered, “probably, I haven't personally experienced it” and this fits my hypothesis. Experience

is a big factor in the student’s answers, especially the male students. When asking female

students the same question about sexism in the workforce 80% said yes, 8% said no, and 11%

said they weren’t sure; they have a different experience and upbringing than males. Authors

Blow and Hesse believe men wouldn’t stand for being controlled, and ask “why should women

stand for being controlled?” They say pregnancy has two participants: the woman holding the

fetus and the fetus. Blow and Hesse ask how the emotional and physical state of women get shut

out of the narrative? (Blow, Hesse). Universal rights had 76.4% votes for being the top issue,

how does this number coincide with the wage gap issue having 27.3% vote for a prevalent issue,

business roles having 23.6% vote for a prevalent issue, and the dress code topic having 18.2%

vote for a prevalent issue? It doesn’t. If universal rights were wanted people would understand

how we need to tackle each of these social issues. Sexualizing girls from a young age because of

their choice of clothing perpetrates rape culture. Rape culture is a common term simply defined

as “a society or environment whose prevailing social attitudes have the effect of normalizing or

trivializing sexual assault and abuse.” (Dunker) Growing up in an environment where girls are

trained to cover up takes accountability away from boys for their thoughts, actions, and mindsets.
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With this research I expected the student survey to reflect it, and it partially did. 89% of the male

students answered no when asked if dress codes were sexist, and 80% of the female students

answered yes. Here the reader, once again, can see the hypothesis proven that a student's gender

and experience would impact their response. The male dress code is notoriously lax compared to

how women’s dress codes have been. Male students do not experience the dress code stress

society places on women. With the religious demographic Utah has, it was surprising when the

research showed a majority of the females saying that dress codes are sexist. Modesty is

important in religions, so when the majority said yes, it was surprising. The research was also

surprising when asked about the #MeToo movement 78% of answers responded no, and 66% of

those answers were from female students. The #MeToo Movement has many connotations

surrounding it, and it is known as the “Sexual Harassment” movement. One male student

responded to being asked about what the #MeToo movement was, “That it is sexist. No one is

standing up for the men while feminists belittle us into a pulp and make us feel like crap.” When

the movement was meant to spread women activism, but now that view is overshadowing the

original meaning for it. Many other movements came before #MeToo, and they were

overshadowed by it. In fact a publication from the institute of Development Studies shows

evidence of the #MeToo movement impeding women’s rights, especially in the Global South. In

the Global South women are made fun of for mentioning #MeToo saying that it is a “Western

thing” (Tadros). Women are even controlled on what to wear, and how to act. Women’s rights

should be an extension of human rights, but they have not been fully achieved and protected in

every nation. Women are more likely than men to suffer poverty, lack of food, lack of education,

and employment (Blow, Hesse, Dunker, Tadros, Gale 2). How sad is it that a movement

originated for women’s rights turned into the negative sexual assualt mess it is now because of
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the media. Seeing the responses to the presented issues, the hypothesis was proven that a

majority of students will respond to certain societal issues based on experience and gender. How

will that affect society's future? Teens are tomorrow's leaders. Gen Z will soon make up the

adults of society and their opinions matter. This research cannot predict how Gen Z will improve

or not improve women’s rights, that depends on the women in the time and what movements

they want to continue. This research can show how teenagers are in the process of being

educated and in the process of figuring out where they politically stand, and that shows hope for

the teen voice and soon to be leading voice in America.

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