Briefly outline one major inequality which exists in the UK today. Analyse and discuss measures to tackle this inequality,

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Briefly outline one major inequality which exists in the UK today. Analyse and discuss measures to tackle this inequality,

This essay aim to outline one major inequality, which exists in UK today and measures to tackle this inequality. Social inequality influences all aspects of our lives. “Inequality is the quality of being unequal; difference, or want of equality, in any respect; lack of uniformity; disproportion; unevenness; disparity; diversity; as, an inequality in size, stature, numbers, power, distances, motions, rank, property”.   .

In particular, i will focus on inequalities found between men and women, which know as gender inequality.  “Gender” refers to the socially defined differences between men and women. As the word suggests, “inequality” means unequal rewards/opportunities for different individuals within a group or groups within a society. Additionally i will integrate sociological perspectives such as functionalism, radical, Marxist or liberal feminism to explain the causes of inequalities and in particular those found in the areas of education and work.  

In every human society there is some form of inequality, even in western society the foundations of inequality are power, economic differences and social prestige. “In Western society the main system of division is referred to as social class and indicates an individual’s economic standing in society, which can be dictated by occupation and income.” (Walsh et al 2000:45).   In addition to social class, other divisions within the stratums occur through a process called differentiation.  O’Donnell (1987:231) describes differentiation as  “process which makes an individual or group separate and distinct”.  As in all systems of stratification it illustrates the organisation of inequality in society and has historically been the stratification of people on the basis of age, ethnicity, disability, and in particular gender.  

In civilise societies there are two terms of reference for men and women  ‘sex’ or ‘gender’.  Sex, defined by Giddens (1993:762) as the “biological and anatomical differences distinguishing females from males”, refers to the visual or physiological differences between men and women, such as genitalia or women’s ability to bear children.  Gender, however, described by Thompson (1993:40) as “the social aspect of the differentiation of the sexes”, refers to the socially constructed ideology of the expected behaviour of men and women, a theory some sociologists refer to as social constructionist.  For example, boys are expected to be loud and assertive whilst girls are expected to be passive and submissive.  

Feminist sociologist Ann Oakley, argues that behaviour displayed by men and women is cultural, can differ according to socially accepted ‘norms’ and arguably is ‘learnt’, a theory supported by the research of anthropologist Margaret Mead.  Meads study of the Arapesh, The women here were the principle providers and sexually dominant, whilst the men were more concerned with ‘gossiping’, adorning themselves and wore flowers in their hair.  Mead concluded therefore, “that there is no universal ‘masculine’ or ‘feminine’ personality.” (O’Donnell 1987:312).

Conversely, socio-biologists Tiger & Fox (cited in class handout 2001), argue that the behaviour of men and women occurs ‘naturally’, a consequence of human genetic inheritance from primate ancestors.  As a result of men hunting and women rearing children, men have become dominant and aggressive and women passive and gentle, resulting in a ‘natural’ hierarchy of men above women.   A theory supported by functionalist Talcott Parsons.  

Parsons’ and other functionalists believed that in the same way the human body’s organs function in unison for the benefit of the body, society functions in the same way.  The family is therefore complimentary with women being the ‘chosen’ bearer of children, and men the providers.  Whilst the theory of functionalism has not been proved or disproved Parsons suggests “that the basic and irreducible functions of the family are two: first the primary socialisation of children so that they can truly become members of the society into which they have been born; second, the stabilisation of the adult personalities of the society…” (www.).  Whilst Parsons, acknowledges the existence of gender roles, from a functionalist perspective, it is a balance rather than an imbalance with the needs of society and the family overriding any inequality.  This division of labour, between men and women, enables society to function efficiently and without discord.  Therefore’  “…stratification and inequality are a permanent, necessary and inevitable feature of society” (Bilton et al 1987:48).   Whilst these gender roles to some extend are taught within the family, once past the age of five education’s is largely responsible for the socialisation of individuals and their expected role within wider society.  

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Education for the ‘masses’ began when Britain required a literate nation to compete in the industrial revolution.  Even during the early stages of teaching, gender differences in subject matter could be seen.  Girls, for example, were taught skills such as housewifery and cookery, whilst boys were taught maths and sciences and also took exams; the consensus being, girls did not need a technical education, but required domestic skills to enable them to become good wives and mothers.  This attitude was reinforced by the Education Acts of 1902 and 1944 which made it compulsory for only girls to take domestic ...

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