Global Inequality by D. John Grove

Author:D. John Grove [Grove, D. John]
Language: eng
Format: epub
ISBN: 9780367017712
Barnesnoble:
Publisher: Taylor & Francis
Published: 2019-04-18T00:00:00+00:00

Table 3 Rank Ordering Of Women By Occupation In The Labor Force: World Distribution Index (Women As Percentage Of All Employed Women)

Rank Order

* * *

Percentage Women

* * *

Occupation

* * *

* * *

1 29.8 Agriculture

2 24.2 Service

3 18.7 Production

4 12.8 Professional, Technical

5 12.1 Clerical

6 10.4 Sales

7 7.1 Administrative, Managerial

8 0.1 Armed Forces

Percentage of Women in the Total Labor Force: 29.1

SOURCE: Boulding (1977a:28).

women workers is distributed among different occupations. We see that there are more women in farming than in any other occupation, with service and production workers ranking second and third in frequency, and professional (mostly teachers) a weak fourth. The discrepancy between women’s labor force participation and their training is substantial. Sixty percent of the world’s illiterates are women, and while three-fourths of young girls get elementary education, only one-fourth get an opportunity for any training beyond elementary school. Although more women are in agriculture than in any other occupation, only 10 percent of graduates from the world’s agricultural training programs are women (Boulding, 1977a: 24–25). Ester Boserup (1970) has documented how technological advance always widens the gap between the conditions of work of women and men, since the men get the new tools and women are left to work in the marginal areas of the occupation with the old tools. This “Boserup effect” is equally noticeable in the first and the third world. If we look at the participation of women in one subsystem in the world economy, such as food systems-related occupations, industries, and training, as in Table 4, we quickly see that education is the only area where women have anything like equal access for training and for jobs. The fact that only 10 percent of women ever get to be administrators, however, suggests that they are as tool-less in education as elsewhere. In fact, the ease with which women are admitted to the teaching field is probably related to the low status of the educational field.

In the third world there is a triple dualism effect at work loading extra handicaps on women. On top of the traditional gender-based dualism which leaves women working with fewer and poorer tools than men, there is the phenomenon to which dualism usually refers, the division of a society into a subsistence sector untouched by industrial development, and a small modernized sector where all the “advantages” of modernization are to be found in a privileged enclave.

In the third world the phenomenon of economic dualism puts an extra loading of disadvantage on women. First, unless they are part of a small privileged elite, they are part of the subsistence sector untouched by industrial development, barred with their families from the advantages of modernization. Second, within that subsistence sector, they have the poorest tools and the heaviest work load. Their long daily journeys hauling water and wood are now known to the world conscience, but this is only a small part of their total work day. When technical assistance experts come to improve agricultural practices, they work with the men and leave the

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