I will pay for the following article Problem-Solution Argument. The work is to be 5 pages with three to five sources, with in-text citations and a reference page.

I will pay for the following article Problem-Solution Argument. The work is to be 5 pages with three to five sources, with in-text citations and a reference page. It is arguably true that women are often depicted as an ‘inferior’ gender to men in almost all aspects of life. Under this postulation, therefore, men are portrayed as supreme to women and this explains why some employments are typically reserved for men while some courses in education are reservations of the male students. However, an arguable question would be posted on whether women are inferior in education to deserve such a ‘lighter’ treatment than male students especially within the 21st century when women have proved beyond doubt that what men can do, women can equally do and or even better.The main challenge identified in the systems of education as they have been and are is that discrimination is a problem of social creation. By this, the study argues that the creation of distinction between women and men is in itself a creation of the society as against the ‘natural’ creation. This paper argues this based on a Saudi Arabian study, which identifies local norms, traditions as well as predefined public education structure within societies as the main hindrances on effectiveness in educating women. However, the article identifies that the Saudi Arabian government is in the forefront in reforming the systems to be more accommodative for women’s education and thus improve on their education empowerment through which the gaps between men and women on educational levels would be reduced (Booz & Company Inc, 1). A tag between traditions within the societies we live in and the changing times in ‘inter-gender’ perceptions would therefore be pointed out as the main challenge that women face in pursuing higher education alongside their male counterparts. However, as Rich pointed out, the problem is more rooted within the ‘one-sex’ higher education colleges and institutions, where the curriculum offered intentionally, restricts the students a chance to understand what they ought to learn but are not taught.

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