The Concept of Women’s Rights and Opportunities

Paper Info
Page count 4
Word count 1214
Read time 5 min
Subject Sociology
Type Research Paper
Language 🇺🇸 US


Women are generally considered the specific segment of the world’s population that are vulnerable to external threats and risks, including processes during interpersonal communication. Feminist thinkers of the XVIII century condemned women as being inferior to males in law and educational aspirations. (Wollstonecraft 98). From the historical perspective, the questions of women’s rights have been contradictory aspect in various discussions and debates regarding the feasibility of providing females with equal life opportunities in comparison with males. Women are underrepresented in leadership roles, earn less than men, and are predominantly subjected to violence and sexual objectification (Nhamo et al. 544; Weitzman 574). Individuals and communities will be unable to sustain long-term growth unless women’s rights to learning, equitable job opportunities, and full representation in leadership are promoted.

The Analysis of the Historical Perspective on Feminist Issues

Wollstonecraft’s Arguments in “A Vindication of the Rights of Woman.”

The historical viewpoint provides a contextual analysis of the current situation and conditions in feminist problems. Education is believed to be a primary human right for all people, regardless of gender, are entitled. Due to the preceding life-long inequities, the author confirms the need to increase women’s education by removing gender discrepancies in terms of knowledge and skill attainment (Wollstonecraft 121). Supporting women’s education has the ability to change communities, nations, and the globe as a whole. Females who acquire an education are generally expected to live a healthy lifestyle, have successful lives, earn increased salaries, engage in the decisions and activities that influence them the most, and construct positive opportunities for themselves and their households. Concerning the argument, the necessity of educating women is emphasized with the help of highlighting the features of providing educational opportunities. The process of eliminating gender issues and inequalities is proposed by the author as an essential factor in terms of offering women a wide range of learning activities to enhance their level of knowledge.

Strengths of Wollstonecraft’s Arguments

Education can be considered a pivotal element of women’s liberation and a tool for increasing the level of general awareness. High-quality education is a way of obtaining independence and personal freedom for women (Wollstonecraft 121). This argument is related to the development of self-esteem and self-actualization among women due to processing additional knowledge. The strength of the argument can be connected to the manner people can receive independence and seek new life and professional opportunities. In fact, with an increase in the general level of education and erudition, a person is able to expand the boundaries of his or her consciousness and set limits related to respect and position in society.

Furthermore, it is obligatory to underline the paradigm of educational activities and opportunities that should be provided to women. Education and learning abilities should be ubiquitous and all-encompassing; hence, irrespective of purposes and circumstances, education should be equally available, including access to identical subjects and fields of study. Both men and women should have an equal right to education and chances to contribute to the greater good. Women should not be trained to entertain men but rather to be capable of fulfilling their responsibilities as individuals, mothers and wives (Wollstonecraft 99-100). Thus, the importance of this argument refers to the need to maintain actual equality in the field of access to diverse and independent education.

Weaknesses of Wollstonecraft’s Arguments

Firstly, it is compulsory to emphasize the concrete limitation to women’s roles as men’s companions in the abovementioned arguments. Women’s duties were confined to becoming spouses and mothers in the framework of eighteenth-century feminist ideals and within the paradigm of male domination, with the lack of potential to advance professionally (Wollstonecraft 98-102). In other terms, the author paid attention exclusively to one side of the relationship between a man and a woman. Although questions were raised regarding the demand for education for women, the woman herself in this matter was considered in the framework of social conjunctures as a wife or mother.

In addition, it is obligatory to highlight the particular focus on education without wider consideration of equal opportunities as a weakness of the argument. The opportunities’ limitations for women reflect men’s fundamental superiority regardless of Wollstonecraft’s efforts to redeem their rights (100). In fact, irrespective of the notion that the significance of providing women with equal rights in educational processes was covered, the statements lacked scaling and projections on social reality. Women were substantially disregarded and discriminated in other spheres and opportunities in education were not considered a reason for the elimination of external professional barriers. Therefore, the issue remains relevant in contemporary society and provokes the emergence of subsequent discussion.

Contemporary Perspectives on Women’s Rights Issues

Women and Leadership Representation

The development of women’s rights concerns can be potentially assessed from the perspective of reoccurring difficulties based on historical background and contextual circumstances. In terms of women and leadership representation, scarce female representation in leadership positions across fields diminishes their consecutive promotion of women’s rights, needs, and interests in the policy-making arena (Rogers and Rose 37). In order to be able to introduce transformational processes, women should possess access to the means of communication and organization in decision-making and policy-making.

Women’s Disproportionate Exposure to Violence

Concerning women’s exposure to violence, it is compulsory to note the aspects of protection. Due to the lack of protection on legal levels, women suffer from intimate partner violence at a higher level of risk in comparison to men; moreover, education level correlates with exposure of women to abuse (Weitzman 674-575). Disproportionate exposure to violence relates to the potential risks linked to protection issues. Women are less prepared and have a diminished ability for defense compared to men.

Sexual Objectification of Women in Media

Concerning sexual objectification, it is feasible to emphasize the role of mass media and public relations activities that utilize the image of women in various forms. As a recurring issue that concerned Wollstonecraft, women as sexualized objects of pleasure for men continue being objectified in contemporary media, which is rooted in the drawbacks of education (Nhamo et al. 546). The lack of educational and professional opportunities for women can be connected to the aspects of sexual objectification of women in mass media sources.

Promotion of Education for Women as a Tool for Bridging the Gender Gap

It is essential to enhance women’s opportunities to have access to equal and high-quality education to reduce their risk exposures and ensure the elimination of gender disparities. An educated woman can obtain additional rights and possibilities in terms of professional career, personal life, societal relationships, and family aspects. Gender inequalities can substantially impact the delivery of educational advantages for men and women. At the same time, it is compulsory to emphasize the need to promote education, including the potential professional opportunities that are often disregarded.


To summarize, women’s disproportionate vulnerability to dependency on their male relationships, limited career possibilities, objectification, and victimization have been the subject of centuries of feminist debates. To guarantee that the gender gap does not negatively affect society’s long-term growth, it is critical to strengthen education-related policies to solve these reoccurring concerns. In terms of professional jobs, personal life, societal interactions, and family elements, an educated woman can get greater rights and opportunities. Gender disparities can have a significant influence on the delivery of educational benefits to men and women.

Works Cited

Nhamo, Godwell, et al. “Women’s Needs in New Global Sustainable Development Policy Agendas.” Sustainable Development, vol. 26, no. 6, 2018, pp. 544-552.

Rogers, Elizabeth Bond, and Jeff Rose. “A Critical Exploration of Women’s Gendered Experiences in Outdoor Leadership.” Journal of Experiential Education, vol. 42, no. 1, 2019, pp. 37-50, Web.

Weitzman, Abigail. “Does Increasing Women’s Education Reduce Their Risk of Intimate Partner Violence? Evidence from an Education Policy Reform.” Criminology, vol. 56, no. 3, 2018, pp. 574-607.

Wollstonecraft, Mary. “A Vindication of the Rights of Woman.” The Norton Anthology of English Literature, edited by Greenblatt, Stephen. 10th ed., vol. 2, W.W. Norton & Company, 2018, pp. 98-123.

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EduRaven. (2023, March 16). The Concept of Women’s Rights and Opportunities. Retrieved from


EduRaven. (2023, March 16). The Concept of Women’s Rights and Opportunities.

Work Cited

"The Concept of Women’s Rights and Opportunities." EduRaven, 16 Mar. 2023,


EduRaven. (2023) 'The Concept of Women’s Rights and Opportunities'. 16 March.


EduRaven. 2023. "The Concept of Women’s Rights and Opportunities." March 16, 2023.

1. EduRaven. "The Concept of Women’s Rights and Opportunities." March 16, 2023.


EduRaven. "The Concept of Women’s Rights and Opportunities." March 16, 2023.


EduRaven. 2023. "The Concept of Women’s Rights and Opportunities." March 16, 2023.

1. EduRaven. "The Concept of Women’s Rights and Opportunities." March 16, 2023.


EduRaven. "The Concept of Women’s Rights and Opportunities." March 16, 2023.