ys. In a book organized and edited by Leonore Loeb Adler, she writes that, “Amia Lieblich and Marilyn Safir suggested that teachers, by reflecting their cultural preference for boys, may provide girls with a psychological environment that negatively affects their self-esteem” (Adler 150). In Adler’s book, it was also stated that Safir and others, in fact, demonstrated that primary school teachers view boys as more outstanding than girls. In high school, girls are not well represented in mathematics, physics, or computer specializations. Only 31% of girls take advanced mathematics and 7% take advanced physics, while 47% of boys take advanced mathematics and 25% take advanced physics. These gender differences in the school years have long-term negative repercussions for women’s integration in high-tech occupations.The occupational difficulties for women have improved greatly; however, they still need some more improvement. In 1976, only 29.6% of all jobs were available to women, but this number has increased greatly since. In recent years, about 60-65% of jobs were open to women. This is a great increase, but it is still very low. In the United States, virtually all occupational fields are open to women. Not only this, but unemployment rates are significantly higher for women. The unemployment rates have been consistently higher for women, and in the 1990’s the gap between men and women unemployment rates has doubled. Many Arab women will work until their marriage or the birth of their first child and then stay at home to aid their men and raise their children. All of these factors, combined with the education factors, make it especially difficult for women to find and maintain a job in Israel.The problems for women in childhood, education, and occupation are undoubtedly significant, but they have worse problems. In Israel, both men and women are partners, but they serve in different ways, and t...
