Prairie View A&M University

100 University Drive

Prairie View, TX 77446

Date: October 24, 2024

To: Dr. Nathan Mitchell
Professor and Director of B-Global QEP
Division of Social Sciences
Prairie View A&M University
From: Jordan Wesley, Chemical Engineering Degree
Janice Lawrence, English Degree
Tyler Hawkins, Electrical Engineering Degree
Xavier, Criminal Justice Degree
Jakayla, Psychology Major
Prairie View A&M University
Subject: Proposal to end/control gender inequality in Afghanistan
(Title, badge, address block, and purpose statement completed by Jordan Wesley)

Purpose: (Completed by Jordan

Wesley)

The purpose of our report is to suggest proposals to end or limit the gender inequality in
the country of Afghanistan. It has proven a problem not only for the girls and women
living there but is also a violation of basic human rights that should no longer be
ignored. Along with moral implications, these practices also limit their economy as they
no longer receive aid from other countries following the Taliban's takeover of the
government of Afghanistan.
Summary (First two paragraphs Completed by Janice)

Gender inequality in Afghanistan is an issue that has been ingrained into the country by
cultural, historical, political, and religious factors. Though the country has seen progress
in women’s rights, the issue is still challenging, especially while under the rule of the
Taliban. While governed by the Taliban, women faced restrictions that kept them from
equal education and employment opportunities. These restrictions extended to their
public life as well, as women needed a male guardian and were punished if they
dressed outside of the regulations of the Taliban.
To combat gender inequality in Afghanistan, my team and I have focused on policy and
legal reform, economic empowerment, women's participation in government, and
spreading awareness of women's rights. While we cannot change history, research on
the current policies and organizations that are geared toward closing the gender gap
has allowed us to see where there is an opportunity to strengthen the systems that are
already in place.

(Last two summary paragraphs completed by Jordan)

Me, Janice Lawrence, Tyler Hawkins, Xavier Peter-Gooding, and Jakayla Allen are
determined individuals who are well suited for the task at hand of establishing a system
of learning advocacy, education, and collaboration. First, we can raise awareness
globally about the challenges Afghan women face, including restrictions on education
and employment, through social media campaigns and outreach programs. Second, we
can partner with international human rights organizations to fund and provide resources
for grassroots initiatives that empower women, such as vocational training and literacy
programs, to help ease them back into Afghanistan's workforce. Last but not least,
engaging local communities and religious leaders can prove beneficial to fostering
dialogue on women's rights within cultural contexts and can prove to create sustainable
change in the treatment of women.
Each team member exhibits the qualifications needed for a team to succeed, showing
extensive problem-solving skills, great evaluation of scenarios that might arise, and
great collaboration between one another. The team hopes to make great use of our
abilities, experiences, and resources available to be able to achieve significant changes
in making reforms in Afghanistan's policies regarding the treatment of women and girls
satisfactory. Participating in such thinking helps to strengthen the cooperation of
religious leaders, innovation of change, and ethical application of gender equality in
Afghanistan.
Qualifications and Experience (Completed by Jakayla Allen and Xavier)

1. Our True Credentials (Strengths):

We are a group of undergraduate students from Prairie View A&M University with
diverse backgrounds in Psychology, Education, and Arts, bringing together skills and
knowledge to address women’s education and rights in Afghanistan. Our strengths
include:
● Research Expertise: Through our psychology coursework and research assistant
roles, we are skilled in data collection, analysis, and synthesizing information to
understand societal impacts.
● Advocacy and Communication: As student leaders, including the Vice President of the
Dallas Club, and participants in various campus organizations, we have experience
organizing campaigns, raising awareness, and fostering community engagement.
● Creative Problem-Solving: With minors in Arts and experience in communication and
design, we are equipped to create impactful educational materials and outreach
strategies.
● Cultural Awareness: Through coursework in psychology and humanities, we are
sensitive to cultural contexts and focused on developing sustainable, culturally
appropriate solutions.

2. Relevant Equipment, Facilities, and Experience:

As students, we have access to resources at Prairie View A&M University to support
this project, including:
● Research Tools: Software like SPSS and library databases to study the impact of
education on women’s rights and analyze data.
● Multimedia Equipment: Adobe Suite and other tools for designing educational
materials or creating awareness campaigns.
● Academic Networks: Professors and faculty who specialize in areas such as
educational psychology, gender studies, and international relations, who can provide
guidance and mentorship.
● Community Leadership Experience: Our involvement in student organizations has
given us experience in planning initiatives and collaborating with others.
3. Hiring Qualified Personnel:
While we are motivated and skilled, we recognize the need to bring in experts to ensure
the project’s success. We would collaborate with or hire
● Education Development Specialists: Professionals experienced in creating accessible
curriculums for women in underserved regions.
● Human Rights Advocates: Experts who can guide policy recommendations and
advocacy efforts for improving women’s rights in Afghanistan.
● Cultural Consultants: Advisors who are knowledgeable about Afghan culture, history,
and current socio-political issues to ensure our approach is respectful and effective.
● NGO or Local Partners: To implement educational initiatives on the ground and
ensure they align with the needs of Afghan women.

Approach as College Students:

Our group would focus on leveraging our academic and creative strengths to:

● Conduct research and gather data to support the initiative.

● Create educational materials and awareness campaigns tailored to cultural norms.
● Partners with organizations with education and women’s rights expertise to amplify
our impact.
We are committed to making a difference through teamwork, determination, and
collaboration with qualified professionals.
● Design interactive workshops or seminars for local communities regarding issues
connected with equality between genders in terms of education, with a focus on
engaging participants
● Develop fundraising initiatives or secure grants to support the establishment of
educational programs for women and girls.
● Integrate storytelling and media production to share success stories and build
empathy among wider audiences, encouraging global support.
● Utilize social media and other digital tools to produce accessible online educational
content that reaches underserved communities.
We are a team of undergraduate students from Prairie View A&M University. Our
commitment is to the attainment of gender equality through the promotion of girls and
women's education in Afghanistan. Drawing on our strengths in research, advocacy,
creative problem-solving, and cultural awareness, we are uniquely positioned to create
impactful solutions that meet systemic barriers regarding the education and rights of
women. We can lead awareness campaigns, design culturally appropriate educational
activities, and work with experienced professionals and local partners, provided the
university provides us with all the resources and expertise.
Our strategy is to use technology, storytelling, and community involvement to create a
global amplification of the voices of Afghan women for support. We can only effectively
work together as a team with creative approaches supporting equality and
constructively contribute to this important issue, being fully cognizant that culturally
sensitive interventions are going to be needed and sustainable.
Schedule and Budget (Completed by Tyler Hawkins)
 References

Qazi Zada, S. (2021). Legislative, institutional, and policy reforms to combat violence
against women in Afghanistan. Indian Journal of International Law, 59(1–4), 257-283.
https://doi.org/10.1007/s40901-020-00116-x
(Janice Lawrence)

Rashid, Naaz. Veiled Threats: Representing the Muslim Woman in Public Policy
Discourses. Bristol University Press, 2016. Project MUSE.
https://muse.jhu.edu/book/80021.
(Janice Lawrence)

Smith, G. (2024, August 14). Afghanistan Three Years after the Taliban Takeover |

Crisis Group. Retrieved November 9, 2024, from Crisisgroup.org website:

https://www.crisisgroup.org/asia/south-asia/afghanistan/afghanistan-three-years-

after-taliban-takeover

(Jordan Wesley)

(WOMEN as the WAY FORWARD: LESSONS from AFGHAN WOMEN’S

EMPOWERMENT JOURNEY ISSUE BRIEF, 2024)

(Xavier)

WOMEN AS THE WAY FORWARD: LESSONS FROM AFGHAN WOMEN’S

EMPOWERMENT JOURNEY ISSUE BRIEF. (2024). Retrieved from

https://www.atlanticcouncil.org/wp-content/uploads/2023/06/Women-as-the-way-

foward-final.pdf

(Xavier)
International, A. (2022, July 27). Women in Afghanistan: The Back Story. Retrieved

from Amnesty UK website: https://www.amnesty.org.uk/womens-rights-

afghanistan-history
(Jordan Wesley)

UNICEF. (2024). Girls' Education in Afghanistan. UNICEF. Retrieved from

https://www.unicef.org/press-releases/girls-education-afghanistan

(Completed by Jakayla)

UNESCO. (2023). Costs of Continued Suspension of Women's Access to Higher

Education and Work in Afghanistan. UNESCO. Retrieved from

https://unesdoc.unesco.org/ark:/48223/pf0000378911

(Completed By Jakayla)

Human Rights Watch. (2019, September 17). Human Rights Watch. Retrieved from

Human Rights Watch website: https://www.hrw.org

(Tyler)

Afghanistan: No future without women’s participation. (2024, September 23). Retrieved

November 10, 2024, from UN News website:

https://news.un.org/en/story/2024/09/1154721

(Tyler)
 References

Human Rights Watch. (2019, September 17). Human Rights Watch. Retrieved from Human

Rights Watch website: https://www.hrw.org

International, A. (2022b, July 27). Women in Afghanistan: the Back Story. Retrieved from

Amnesty UK website: https://www.amnesty.org.uk/womens-rights-afghanistan-history

UN Women. (2023, September 18). Facts and Figures: Leadership and Political Participation.

Retrieved from UN Women website:

https://www.unwomen.org/en/what-we-do/leadership-and-political-participation/facts-

and-figures