Honour Killing
Written By: Luma A’jlouni
Translated By: Omar Halaseh
Edited
By : Juneid
Alan-Canada
Contents
Preface
Chapter I: Honour Murder
Section I: Introduction
Section II: Rationale
Section III: Woman in Palestinian society
Chapter II: Major Determinants of Honour Murder
Section I: Religious perspective on Honour murder
Section II: Role of law
Section III: Influence of the Palestinian Authority
Section IV: Recommendations & solutions
Section V: Anecdotes
Chapter III: Statistical Data & Analysis
Section I:
Gender comparison
Section II: Geographical comparison
Section III: Comparison of Religiosity and education
Conclusion
Preface
Crime is considered a serious
phenomenon which threatens society and hinders its progress. This old phenomenon exists in all societies
and is a reaction to social, psychological, environmental, educational,
economic and cultural factors. The
perceptions of criminality vary, from one society to another in accordance to
differences in social, psychological, environmental, educational, economic and
cultural contexts. Thus, a certain crime
is denounced in one society whereas it is accepted in another.
Similarly, honour murder, the focus of this study is a product of uneven societal criteria for criminality. Honour murder is the preservation of family honour through murder of a female family member that has violated societal norms, typically pertaining to sexual acts. Throughout this research paper the following topics regarding honour murder will be dealt with:
·
Definition of honour murder
·
Its historical roots
·
Reasons & causes for this crime
·
Remedy for this crime
· Remedy and solutions for other sides related to the subject in particular
This crime still exists in all Arab societies and likewise
In order not be
misunderstood, the Palestinian Human Rights Monitoring Group (PHRMG) would like
to emphasize that it does not encourage women to make relations with men
outside marriage. However, PHRMG is
concerned that women are killed without any right to self-defence or trial,
which is in contrast to Islamic law that states that only a court can sentence
a person to death.
A significant
contextual element of this study is the political situation of Palestinian
society which distinguishes itself from other Arab societies. The effort of the
Palestinian people to establish an independent state and prosper can be
hindered if this crime is not abolished.
Explaining its reasons and causes shall contribute to the elimination of
this crime.
Chapter
I: Honour Murder
In its simple sense, the term honour
murder refers to murdering a woman by her family, particularly in an Arab
society, because of the suspicion that she has committed obscene actions. The
woman is considered guilty without substantiated evidence. The pretence is
wiping out shame and thus maintaining honour.
There exists a gross double
standard when men commit the same sexual acts for which women are put to death.
When men commit such acts they go without notice or reduced punishment. Men are
regarded as innocent because society regards male illicit sexual behaviour as a temporary lust and not a serious violation of
societal norms. This double standard has nothing to do with religion or law.
The despiteous nature of honour
murder urges the analysis of societal factors surrounding its origins. There are seven factors causing this crime:
1.
A great number of people are ignorant of the
Islamic rules dealing with adultery and fornication.
2.
Families act upon wrong traditions and customs
which pressure the family of the suspected young woman to kill her.
3.
Weak family ties and the absence of parental
supervision lead teenagers to deviate from cultural norms.
4.
Gender biased upbringing causes parents to
disadvantage girls. This goes as far as discriminating against a female fetus where less care is taken during pregnancy.
5.
The absence of sexual education: parents never
discuss sexual matters with their children or teenagers because of its
culturally inconspicuous nature and because many parents do not have sufficient
and correct knowledge regarding the issue. Moreover, sex is partially dealt
with in the Palestinian curriculum. This situation weakens open dialogue and
trust between adolescents and their parents.
6.
The absence of shelters for abused women.
7.
Palestinian law provides men with opportunities
to avoid or receive reduced punishment for the homicide of a woman accused of
adultery or fornication.
Section
II: Rationale
The
Arab family is a productive unit that relies on the interdependence of the
family members. Any member can advance
or undermine the family; it depends on a member’s behaviour. If the community accuses a female of
committing obscene acts, her family is disgraced. Therefore, the family kills
her in a desperate attempt to recover honour.
Before Islam,
female infanticide was common among Arab communities: the father used to bury
his female infant to avoid possible future shame from a daughter’s extramarital
loss of virginity.
Murdering a girl does not wipe
out shame but rather confirms it. This
crime proves failure in child rearing.
On the other hand, most of the murdered girls are killed only because of
suspicion. Thus, an innocent girl loses
both her life and her reputation.
Moreover, several men make honour murder their excuse to kill a wife,
sister or daughter in order to escape punishment, while their real motive is to
receive greater inheritance or to conceal sexual abuse.
Excluding the Palestinian
political situation, the conditions of Palestinian women are similar to the
conditions of other Arab women. In this
situation, men have priority over women, producing unfair treatment of
women. This stand towards women is
historic. In discussing this unequal
relationship, the position of women has been subject to both conservative and
liberal analysis.
Some claim that Islam
equalized women and men in many respects.
They also contend that female oppression stems from societal, political
and economic conditions as well as misinterpretation of Islam.
The prominent
Egyptian writer Ameena Saaed noted that Islam was the greatest feminist
revolution in humanity. This revolution was
not only regional but global. According to
this school of thought, before Islam women had no rights. Women’s position improved because of a
religion that appeared in a desert where there were tough people. The new religion liberated women; gave her
extraordinary rights such as education, work, trade;
and even assigned her political roles.
In this analytical strain, religion liberates people and not human-made
laws.
Another
conservative and Muslim scholar, Hamza Shukr mentioned in The Islamic Thought magazine, issued
in
The liberal trend
Researchers often refer to
writer Qasim Ameen who authored
Woman’s Liberation in 1899. Ameen explained that reform must start with women; the then
Arab society was based on oppression; the strong oppressed the weak; and men
oppressed women. In her view, woman’s
position can be improved through education and qualification for
employment. A dependant woman is in the
bonds of a man that does not trust; he limits her role to sexual pleasure,
reproduction, and domesticity. Ameen mocked the veil, which women were forced to
wear. She suggested that so far as men
claim women easily surrender to male appeal, men should wear the veil. In addition, Ameen
said that a wife should be granted the right to divorce her husband.
Another liberal author, Khaleda Saed diagnosed Arab women as a dependant whose identity is determined
by their relationship to men, specifically wife, daughter or sister.
An Egyptian physician, Nawal Saadawi discussed the double standard regarding the
relationship between men and women in contemporary Arab society by noting “The
father who beats his daughter because she talked with a male colleague betrays
his wife; the brother who pretends to be devout during the day abuses his
sister during the night” All these crimes occur on the pretence of honour. This double standard is exemplified by Arab
popular culture which compromisingly depicts women while an Arab girl requires
modesty.
These criticisms are an evaluation of a woman’s position in
an entire cultural system consisting of a tapestry of traditions, customs, values and Islamic though, which is further discussed in the
following sections.
Existing traditions and
customs
Traditions and customs play a
leading role in society, acting as unwritten law. Thus, they greatly influence parenting.
Method of parenting &
female inferiority
In preferring boys, parents
discriminate against girls.
Discrimination is even prenatal, causing less care towards female foetuses. There is a double standard in rearing boys
and girls: a male newborn is accepted with care and joy while a female newborn
is received with negligence and sadness.
On the other hand, a male baby receives adequate breast-feeding while a
baby girl’s share of breast milk is insufficient. This inequality continues through adolescence
and aids in female underdevelopment causing dependency.
Portrayal of women in proverb
Most proverbs reinforce female
inferiority, associating her to evil and betrayal. Understandably, there are proverbs equating a
‘good woman’ to a ‘good housewife.’
Values
Two very salient values in
Arab society are opposites: ‘honor’ and ‘shame.’ These two contrasting concepts are based on
female behaviour. Author Dodd (1973)
noted that: “We can understand most aspects of Arab family by understanding the
term ‘honor’ as it implies societal surveillance and gives legitimacy to a
family structure which is hierarchically patriarchal.” Similarly, writer Abu Zeid
(1965) said, “Shame is a classical Arab concept which indicates that a girl has
violated sexual norms and thus, has offended all her family members who are
pressured to kill her.” Thus, female
sexual activity is a cornerstone of family shame.
Position of women in Islam
According to author Layla Abed Al-Wahhab, the
thoughts, principles and concepts which produce female oppression are
religiously upheld. Religion is
instrumental because it is the ethical basis for family law. However, there are two opposing Islamic
trends regarding the position of women: the moderate and orthodox
trends .
The Moderate trend: moderate
interpretations of the Quran and
Sunna
This school of thought
maintains that Islam is a comprehensive doctrine from God. It regulates all aspects of life, including
women’s issues. Historically, Islam
saved and liberated women. It made women
equal to men in many fields, such as education, trade, work and even holding
state posts. In some fields Islam made
men senior to woman, for example a man is entitled to twice the inheritance of
a woman. The moderate advocates’
justification is that men must also supports their elder parents.
Advocates also
defend the holy verse “Men are superior over women” by saying that it is not
literal superiority but means that men are responsible to financially support
women and their family.
The Orthodox trend: literal
interpretations of the Quran and
Sunna
This school of thought gives
strict interpretations of holy texts dealing with women. The philosopher Al-Ghazali,
a prominent founder of this school of thought claimed that women must
completely submit themselves to the men and obey him on the basis of Prophet
Mohammad’s Hadith (teachings): “If I thought od ordering a person to kneel to
another person, I would have ordered a woman to kneel to her husband.” In his
book, The Woman in Quran the Egyptian writer Abbas Mahmoud Al-Aqqad had a
similar degrading position towards women.
The judicial system
The law applied in
The concept of honour
A standard definition of
family honour is nonexistent. The concept
of honour is wider in rural than in urban areas.
The common and dominant component of honour is female virginity.
Influence of economic and
political changes on the concept of honour
The Palestinian economic and
political situation allowed for avenues of change. As low-income families were struggling, they
were compelled to allow their daughters to enter the workforce. Also, the Palestinian struggle for
independence politically mobilized the populace, including women. Consequently, women were pulled outside normally
defined roles to join the resistance. This
led to the formation of woman unions and permitted a young Palestinian woman an
opportunity to shape her personality beyond the household and redefine her
personal role in society.
Chapter
II: The affect of factors on Honour Murder
Section
I: Religious perspective on honour murder
There are
two inseparable factors which influence honour murder: religion and law.
Religious
composition
The
Palestinian population consists of a Muslim majority and a Christian minority.
The
Islamic position
Islam highly
evaluated and dignified the human being:
“And surely We have honoured the children of
Adam, and We carry them in the land and the sea, and We have given them of the
good things, and We have made them to excel by an appropriate excellence over
most of those whom We have created.”
(Quran
17:70)
In this
regard Islam did not discriminate between man and woman. Islam ordered Muslims
to preserve human life and honour:
“And do not kill
any one whom Allah has forbidden, except for a just cause…”
(Quran 17:33)
The
Islamic judgment on adultery
Islam
prohibits any sexual relation outside marriage. It is considered adultery:
“And go not nigh to fornication; surely it is an indecency and an evil way.”
(Quran 17:32)
Both male
and female adulterers and fornicators receive the same punishment. Islam makes a distinction between an
adulterer and a fornicator. An adulterer
is sentenced to be stoned to death. The
punishment for fornication is a hundred lashes from a whip:
“The woman and the man guilty
of adultery or fornication, flog each of them with a hundred stripes: Let not
compassion move you in their case, in a matter prescribed by God, if ye believe
in God and the Last Day: and let a party of the Believers witness their
punishment.”
(Quran 24:2)
There
must be evidence to accuse a person of adultery and this evidence must be
established in court either by four witnesses or the confession of the accused. If the accuser does not have any evidence,
they must take an oath five times in front of the judge, attesting that they
witnessed the act. The accused can
defend his or herself by swearing an oath five times in turn in front of the
judge, declaring their innocence. If the
accusation is unsubstantiated, the accusers are punished by eighty lashes from a
whip. This was an improvement for
women’s rights from pre-Islamic
The
Christian stand
Christianity
is against murder as one of the Ten Commandments orders people against
murder. According to Father George
Sheehan from
In conclusion, both Islam and
Christianity prohibit vigilantism.
According to both faiths of the Palestinian people, punishment must be
left to courts.
Section II: The role of law
As mentioned earlier, the
established law in
The law contains:
i.
Quit circumstances: the male assailant goes
free without punishment.
ii. Extenuating circumstances: the male
assailant is imprisoned for a period of one to six months.
Article 340a of the Penal Code
states:
“Every
man who takes by surprise his wife or any female relative while committing
adultery or fornication with another man and as a result kills,
wounds or harms both of them or either of them is entitled to the quit
circumstances.”
A
complementary article, 340b asserts:
“Every man who
surprises his wife or any female relative while being with another man while
committing adultery or fornication in an illicit bed and as a result kills, wounds or harms both of them or either of them is
entitled to the extenuating circumstances.”
Although
article 340a and 340b are similar, the latter covers any gaps that may arise
from the former. Article 340b fails to
define the word “bed” and many Jordanian courts apply the term so loosely that
a bed is not actually required. In the
event a man fails to meet the requirement of article 340a, article 340b allows
the assailant to receive a reduced sentence.
Nevertheless, the discriminatory law
does not entitle women
to quit circumstances or extenuating
circumstances.
On the
other hand, the law provides a legal façade for men to defend family
honour.
Except in
The discriminatory Arab laws are a gross violation of the principle of
equality, the international declaration of the human rights, the international
conventions resisting all forms of discrimination against women, the Vienna
Human Rights Declaration, and the international agenda of
Section III: The influence of the Palestinian
Authority
In 1967,
before the Israeli occupation of Palestinian lands,
However, proclaimed laws were
overridden by tribal law, which is a mixture of customs, traditions and
selected Islamic rules. The disputing
parties agreed on a revered and experienced chief of a tribe to act as a
judge. They would visit his residence
and present their opposing claims. The
chief’s judgment was binding. Tribal law
is still dominant today as Palestinian police respect it.
Many social goals have become distantly secondary to the Palestinian goal
of national independence. Likewise, the
Palestinian Authority prefers to leave women’s issues subject to tribal law and
individual families, leaving Palestinian women vulnerable.
Section IV: Recommendations & solutions
The key
remedy for this crime is uprooting its cause – degradation and discrimination
against women. Specifically, this would
require the following:
1.
Raising children in an
environment based on gender equality including rights and domestic duties.
2. Educating the Palestinian family about the consequences of this crime. This can be accomplished using the following initiatives:
i.
Lecturing students.
ii.
Female civil society
organizations should provide women with education about women’s rights and
combat all forms of violence targeting women.
3.
The media should strongly
educate people about the social consequences of this crime.
4.
The parents should
supervise the behaviour of their sons and daughters.
5.
The exact Islamic position
on honour murder should be disseminated.
6.
People should not resort
to respective tribal laws when dealing with women’s issues.
7.
People should be educated
to relinquish the customs and traditions that degrade women.
8.
Campaigns should be made
to disclose violence against women where in many cases if a woman is not
killed, she is tortured and imprisoned in her room.
9.
Establishment of shelters
for women in distress.
10.
The articles in the Penal
Code that encourage this crime should be appropriately amended.
11.
The Palestinian people
should be educated about the international declarations and conventions dealing
with the women’s rights such as:
i.
The Convention on the
Elimination of All Forms of Discrimination against Women.
ii.
The
Declaration on the Elimination of Violence against Women.
The above
should be implementation by the following mechanisms:
1.
A women’s status
committee.
2.
A committee to eliminate
violence against women.
3.
Resolutions relating to
end violence against woman and its causes.
Section V: Anecdotes
As
mentioned earlier, the concept of family honour is closely associated with the virginity of
an unmarried or the monogamy of a married woman. Her behaviour is fundamentally linked to her
family’s honour and her family holds her responsible for their honour.
Although the overwhelming majority of victims are women, the following
accounts indicate that honour murder can affect men as well:
* On
* On
* On July
13th, 2001 a man killed his niece claiming that he wanted wipe out her
infamous conduct and hence, shame she brought to her family. The killer who had ravished the victim,
wanted to hide his rape as the girl became pregnant.
* In Beit Hanina, a
* In
* In
* On the
night of
* In
* In
* In
* In a
village beside
* There
were rumours about a woman having an illicit relation with a man. Her relatives
talked to her father pressing him to preserve his honour. The father went home and killed his daughter
just because of rumours – there was no evidence against her. The father committed his crime on
* On
* A young
man asked the hand of a woman from her family.
Though the woman agreed, her family refused. As they were in love, they married legally
but secretly. The girl continued to spend most of her time in her father’s
house so as not to raise suspicion. But
her pregnancy disclosed the secret marriage.
The legality of the marriage did not help. Her father killed her.
* In
* A widow’s former brother-in-law supported her
and her children. The widow had relations
with some men, and people talked about her misconduct. Her brother-in-law killed her. The court sentenced him to three years
imprisonment.
Table 1 is a survey of preferred outcomes in
relation to a girl who committed an act which broke her family’s honor. The respondents are classified according to
gender.
Table 1:
The preferred
outcome - by gender.
|
Total |
Females |
Males |
Preferred Outcome |
|
21.2 |
16.3 |
25.9 |
The family must
kill their daughter to erase shame |
|
24.6 |
25 |
24.2 |
Conceal the
girl’s action |
|
8.7 |
8.9 |
8.4 |
Make her marry
one of her relatives |
|
4.6 |
4.9 |
4.3 |
Neglect and abandon her |
|
28.4 |
33 |
24 |
Guide the girl
so that she will not commit the same act again |
|
12.5 |
11.8 |
13.2 |
Other outcomes |
|
100 |
100 |
100 |
Total |
*Figures are shown as a percentage
As the table indicates, both men and women supported the
notion “killing the girl erases shame.”
However, the percentage of women who support it is lower than that of
men. The table also indicates that
there is a relative similarity between men and women regarding other
outcomes. This is because women are
conditioned to be dependent on men during their up bringing. Nevertheless, the table indicates that the
majority of men and women prefer guiding the girl so that she will not commit
the same act again.
Table 1A is a survey of responses to the question,
“Does murdering the girl erase family shame?”
The respondents are classified according to residence:
|
Total |
Refugee Camp
Dwellers |
Village
Dwellers |
City Dwellers |
Does murdering the girl erase family shame? |
|
26.7 |
37.9 |
27.4 |
23.1 |
Yes |
|
65.8 |
59.3 |
67.4 |
66.7 |
No |
|
7.5 |
2.9 |
5.3 |
10.1 |
Do not
know |
*Figures are shown as a percentage
The table indicates that there is a large variance between
those who supported killing the girl and those who opposed it. The percentage of those who supported it is
26.7 % but this percentage, though it is low, does not mean the absence of
violence against women; especially honor murder. The highest percentage which supported
killing the girl came from refugee camps which tend to be more conservative due
to the poor housing and living conditions, overcrowding, poor economic
situations and because camp residents have lost their lands.
Table 1B is a survey of responses to the question,
“Does murdering the girl erase family shame?”
The respondents are classified according to their level of education and
commitment to religion.
|
Religion |
Education |
Yes
|
No
|
Do not know |
Total |
|
Secular |
Illiterate |
5.6 |
|
|
1.3 |
|
|
Elementary |
11.1 |
|
|
2.5 |
|
|
Preparatory |
|
10.7 |
|
7.6 |
|
|
Secondary |
44.4 |
28.6 |
20 |
31.6 |
|
|
Diploma |
|
17.9 |
40 |
15.2 |
|
|
Bachelor |
27.8 |
37.5 |
20 |
34.2 |
|
|
Postgraduate |
11.1 |
5.4 |
20 |
7.6 |
|
|
Total |
100 |
100 |
100 |
100 |
|
Religious |
Illiterate |
2.8 |
3.6 |
6.5 |
3.5 |
|
|
Elementary |
9.9 |
5.2 |
9.7 |
6.9 |
|
|
Preparatory |
20.4 |
10.4 |
19.4 |
14 |
|
|
Secondary |
35.9 |
36.5 |
25.8 |
35.6 |
|
|
Diploma |
6.3 |
11.7 |
6.5 |
9.8 |
|
|
Bachelor |
22.5 |
29.6 |
32.3 |
27.7 |
|
|
Postgraduate |
2.1 |
2.9 |
|
2.5 |
|
|
Total |
100 |
100 |
100 |
100 |
|
Traditional |
Illiterate |
1.4 |
3 |
3.6 |
2.6 |
|
|
Elementary |
5.6 |
5 |
3.6 |
5 |
|
|
Preparatory |
22.2 |
5.4 |
17.9 |
10.6 |
|
|
Secondary |
44.4 |
38.1 |
35.7 |
39.4 |
|
|
Diploma |
8.3 |
13.9 |
14.3 |
12.6 |
|
|
Bachelor |
15.3 |
31.2 |
21.4 |
26.5 |
|
|
Postgraduate |
2.8 |
3.5 |
3.6 |
3.3 |
|
|
Total |
100 |
100 |
100 |
100 |
Table 1B:
Continued…
|
Islamic activist |
Elementary |
|
11.5 |
|
8.3 |
|
Preparatory |
14.3 |
3.8 |
|
5.6 |
|
|
|
Secondary |
14.3 |
19.2 |
66.7 |
22.2 |
|
|
Diploma |
28.6 |
3.8 |
|
8.3 |
|
|
Bachelor |
28.6 |
53.8 |
33.3 |
47.2 |
|
|
Postgraduate |
14.3 |
7.7 |
|
8.3 |
|
|
Total |
100 |
100 |
100 |
100 |
*Figures are shown
as a percentage
The
table indicates that the level of education and commitment to religion
had little influence on those surveyed; hence it can be seen that Palestinian
people still adhere to traditions and customs.
Table 2 is a survey of responses to the statement,
“The family has the right to murder the girl who committed an obscene
act.” The respondents are classified
according to gender.
|
The family has the right to murder the girl who
committed an obscene act |
Males |
Females |
Total |
|
Strongly agree |
25.3 |
15.4 |
20.4 |
|
Slightly agree |
18.6 |
16.3 |
17.5 |
|
Slightly
disagree |
23.1 |
22.1 |
22.6 |
|
Strongly
disagree |
30.4 |
41.5 |
35.6 |
|
Do not know |
2.6 |
4.7 |
3.6 |
|
Total |
100 |
100 |
100 |
*Figures are shown as a percentage
The table indicates that the percentage of women who
oppose honor murders is higher than that of the men.
Table 2A is a survey of responses to the question
of whether “the family has the right to murder the girl who committed an
obscene act.” The respondents are
classified according to their level of education and commitment to religion.
|
Religion |
Education |
Strongly agree |
Slightly agree |
Slightly
disagree |
Strongly
disagree |
Do not know |
Total |
|
Secular |
Illiterate |
7.1 |
|
|
|
|
1.3 |
|
|
Elementary |
7.1 |
|
7.7 |
|
|
2.5 |
|
|
Preparatory |
|
|
15.4 |
9.3 |
|
7.6 |
|
|
Secondary |
42.9 |
12.5 |
38.5 |
27.9 |
100 |
31.6 |
|
|
Diploma |
|
37.5 |
|
20.9 |
|
15.2 |
|
|
bachelor |
35.7 |
50 |
38.5 |
30.2 |
|
34.2 |
|
|
Postgraduate |
7.1 |
|
|
11.6 |
|
7.6 |
|
|
Total |
100 |
100 |
100 |
100 |
100 |
100 |
|
Religious |
Illiterate |
5.2 |
3.5 |
4.6 |
1.6 |
|
3.6 |
|
|
elementary |
7.8 |
9.7 |
5.6 |
4.7 |
7.7 |
6.9 |
|
|
Preparatory |
24.3 |
9.7 |
10.2 |
11.6 |
15.4 |
14 |
|
|
Secondary |
35.7 |
38.1 |
37 |
32.6 |
23.1 |
35.4 |
|
|
Diploma |
9.6 |
8 |
8.3 |
13.2 |
7.7 |
9.8 |
|
|
bachelor |
14.8 |
27.4 |
32.4 |
34.1 |
46.2 |
27.8 |
|
|
Postgraduate |
2.6 |
3.5 |
1.9 |
2.3 |
|
2.5 |
|
|
Total |
100 |
100 |
100 |
100 |
100 |
100 |
|
Traditional |
Illiterate |
2 |
6.1 |
4.1 |
8 |
7.1 |
2.6 |
|
|
elementary |
10.2 |
3 |
4.1 |
4.5 |
|
5 |
|
|
Preparatory |
22.4 |
18.2 |
6.8 |
6 |
14.3 |
10.6 |
|
|
Secondary |
44.9 |
36.4 |
35.6 |
40.6 |
35.7 |
39.4 |
|
|
Diploma |
12.2 |
3 |
15.1 |
12.8 |
21.4 |
12.6 |
|
|
Bachelor |
8.2 |
30.3 |
31.5 |
30.1 |
21.4 |
26.5 |
|
|
Postgraduate |
|
3 |
2.7 |
5.3 |
|
3.3 |
|
|
Total |
100 |
100 |
100 |
100 |
100 |
100 |
|
Islamic activist |
elementary |
|
|
|
11.1 |
25 |
8.3 |
|
|
Preparatory |
20 |
|
|
5.6 |
|
5.6 |
|
|
Secondary |
20 |
|
28.6 |
16.7 |
50 |
22.2 |
|
|
Diploma |
|
|
14.3 |
5.6 |
25 |
8.3 |
|
|
bachelor |
40 |
100 |
57.1 |
50 |
|
47.2 |
|
|
Postgraduate |
20 |
|
|
11.1 |
|
8.3 |
|
|
Total |
100 |
100 |
100 |
100 |
100 |
100 |
*Figures are shown as a percentage
The
table indicates that the level of education and commitment to religion
had little influence on those surveyed; hence it can be seen that Palestinian
people still adhere to traditions and customs.
Table 3 is a survey of responses to the statement,
“Murdering the girl who committed an obscene will act is a deterrent for other
girls.” The respondents are classified
according to gender.
|
Murdering the girl who
committed an obscene act will act as a deterrent for other girls |
Males
|
Females |
Total
|
|
Strongly agree |
28.2 |
20.1 |
24.2 |
|
Slightly agree |
23.1 |
19.9 |
21.5 |
|
Slightly
disagree |
24.1 |
28.1 |
26.1 |
|
Strongly
disagree |
22 |
26.1 |
24 |
|
Do not know |
2.6 |
5.8 |
4.2 |
|
Total |
100 |
100 |
100 |
*Figures are shown as a percentage
The table indicates that 40% of women strongly agreed or
slightly agreed with the statement; again, this is because women are
conditioned to be dependent on men during their up bringing.
Table 3A is a survey of responses to the statement,
“Murdering the girl who committed an obscene will act is a deterrent for other
girls.” The respondents are classified
according to their level of education and commitment to religion.
Table 3A:
Murdering the
girl acts as a deterrent to others - by education and religious commitment.
|
Religion |
Education |
Strongly
agree |
Slightly
agree |
Slightly
disagree |
Strongly
disagree |
Do
not know |
|
Secular |
Uneducated |
6.7 |
|
|
|
|
|
|
Elementary |
6.7 |
|
6.3 |
|
|
|
|
Preparatory |
|
|
18.8 |
7.9 |
|
|
|
Secondary |
40 |
50 |
12.5 |
31.6 |
|
|
|
Diploma |
6.7 |
10 |
12.5 |
21.1 |
|
|
|
Bachelor |
33.3 |
30 |
43.8 |
31.6 |
|
|
|
Postgraduate |
6.7 |
10 |
6.3 |
7.9 |
|
|
|
Total |
100 |
100 |
100 |
100 |
100 |
Table 3A:
Continued…
|
Religious |
Illiterate |
2.9 |
6.1 |
4 |
1.2 |
|
|
|
elementary |
7.1 |
9.6 |
4.8 |
6 |
6.7 |
|
|
Preparatory |
21.4 |
7 |
15.9 |
8.4 |
13.3 |
|
|
Secondary |
37.9 |
41.2 |
29.4 |
33.7 |
33.3 |
|
|
Diploma |
7.9 |
7 |
10.3 |
16.9 |
|
|
|
Bachelor |
20 |
26.3 |
32.5 |
32.5 |
46.7 |
|
|
Postgraduate |
2.9 |
2.6 |
3.2 |
1.2 |
|
|
|
Total |
100 |
100 |
100 |
100 |
100 |
|
Traditional |
Illiterate |
1.8 |
3.5 |
1.2 |
2.4 |
10.5 |
|
|
elementary |
12.5 |
|
2.4 |
6 |
5.3 |
|
|
Preparatory |
17.9 |
14 |
5.9 |
8.4 |
10.5 |
|
|
Secondary |
41.1 |
40.4 |
42.4 |
41 |
15.8 |
|
|
Diploma |
7.1 |
15.8 |
12.9 |
9.6 |
21.1 |
|
|
Bachelor |
16.1 |
24.6 |
30.6 |
30.1 |
31.6 |
|
|
Postgraduate |
3.6 |
1.8 |
4.7 |
2.4 |
5.3 |
|
|
Total |
100 |
100 |
100 |
100 |
100 |
|
Islamic activist |
Elementary |
|
|
28.6 |
8.3 |
|
|
Preparatory |
20 |
|
14.3 |
|
|
|
|
|
Secondary |
20 |
33.3 |
|
25 |
50 |
|
|
Diploma |
|
11.1 |
|
16.7 |
|
|
|
Bachelor |
40 |
55.6 |
57.1 |
33.3 |
50 |
|
|
Postgraduate |
20 |
|
|
16.7 |
|
|
|
Total |
100 |
100 |
100 |
100 |
100 |
*Figures are shown as a percentage
The
table indicates that the level of education and commitment to religion
had little influence on those surveyed; hence it can be seen that Palestinian
people still adhere to traditions and customs.
Table 3B is a survey of responses to the statement,
“Murdering the girl who committed an obscene will act is a deterrent for other
girls.” The respondents are classified
according to residence.
Table 3B:
Murdering the
girl acts as a deterrent to others - by residence.
|
Murdering the girl who committed an obscene act would deter other girls |
City
Dwellers
|
Village
Dwellers |
Refugee
Camp
Dwellers |
Total |
|
Strongly agree |
23.3 |
23.3 |
28.6 |
24.1 |
|
Slightly agree |
20.6 |
26.1 |
15 |
21.5 |
|
Slightly
disagree |
25.6 |
25.8 |
29.3 |
26.2 |
|
Strongly
disagree |
25.4 |
21.9 |
25 |
24.2 |
|
Do not know |
5.2 |
2.8 |
2.1 |
4 |
|
Total |
100 |
100 |
100 |
100 |
*Figures are shown as a percentage
The table indicates that variations in places of residence
did not have an influence on those surveyed.
Table 3C is a survey of responses to the statement,
“Violence should be permitted against women.”
The respondents are classified according to their level of education and
commitment to religion.
Table 3C:
Violence should be
permitted against women - by education and religious commitment.
|
Religion |
Education |
Strongly
agree |
Slightly
agree |
Slightly
disagree |
Strongly
disagree |
Do
not know |
|
Secular |
Illiterate |
5.6 |
|
|
|
|
|
|
elementary |
5.6 |
|
|
2.7 |
|
|
|
Preparatory |
|
|
7.7 |
10.8 |
50 |
|
|
Secondary |
33.3 |
55.6 |
30.8 |
24.3 |
50 |
|
|
Diploma |
5.6 |
11.1 |
15.4 |
21.6 |
|
|
|
Bachelor |
44.4 |
22.2 |
46.2 |
29.7 |
|
|
|
Postgraduate |
5.6 |
11.1 |
|
10.8 |
|
|
|
Total |
100 |
100 |
100 |
100 |
100 |
Table 3C:
Continued…
|
Religious |
Illiterate |
4.2 |
5 |
2.4 |
2.1 |
5.6 |
|
|
elementary |
5.9 |
12.5 |
3.2 |
6.2 |
5.6 |
|
|
Preparatory |
22 |
8.3 |
12.7 |
12.4 |
16.7 |
|
|
Secondary |
41.5 |
32.5 |
29.4 |
41.2 |
27.8 |
|
|
Diploma |
8.5 |
6.7 |
11.1 |
12.4 |
16.7 |
|
|
Bachelor |
16.1 |
31.7 |
38.1 |
23.7 |
27.8 |
|
|
Postgraduate |
1.7 |
3.3 |
3.2 |
2.1 |
|
|
|
Total |
100 |
100 |
100 |
100 |
100 |
|
Traditional |
Illiterate |
|
8.1 |
3.4 |
|
|
|
|
elementary |
12.2 |
1.6 |
2.2 |
6.7 |
|
|
|
Preparatory |
18.4 |
11.3 |
6.7 |
7.8 |
25 |
|
|
Secondary |
42.9 |
29 |
41.6 |
41.1 |
50 |
|
|
Diploma |
8.2 |
12.9 |
18 |
10 |
8.3 |
|
|
Bachelor |
18.4 |
32.3 |
23.6 |
31.1 |
16.7 |
|
|
Postgraduate |
|
4.8 |
4.5 |
3.3 |
|
|
|
Total |
100 |
100 |
100 |
100 |
100 |
|
Islamic activist |
Elementary |
|
|
11.1 |
13.3 |
|
|
Preparatory |
25 |
|
|
6.7 |
|
|
|
|
Secondary |
25 |
28.6 |
33.3 |
13.3 |
|
|
|
Diploma |
|
14.3 |
|
13.3 |
|
|
|
Bachelor |
25 |
57.1 |
55.6 |
40 |
100 |
|
|
Postgraduate |
25 |
|
|
13.3 |
|
|
|
Total
|
100 |
100 |
100 |
100 |
100 |
*Figures
are shown as a percentage
Table 4 is a survey of responses to the statement,
“A girl should be fully covered and wear a veil.” The respondents are classified according to
gender.
Table 4:
A girl should
be fully covered and wear a veil - by gender.
|
A girl should be fully covered and wear and a veil |
Males |
Females |
Total |
|
Strongly agree |
46 |
42 |
44 |
|
Slightly agree |
23 |
20.07 |
21.09 |
|
Slightly
disagree |
17.06 |
24.03 |
20.09 |
|
Strongly
disagree |
11.03 |
11.06 |
11.05 |
|
Do not know |
1.09 |
1.03 |
1.06 |
|
Total |
100 |
100 |
100 |
*Figures
are shown as a percentage
As the table indicates, there is a relative similarity
between men and women who supported the notion that “a girl should be fully
covered and wear a veil.” This is
because women are conditioned to be dependent on men during their up bringing.
Table 4A is a survey of
responses to the statement, “A girl should be fully covered and wear a
veil.” The respondents are classified
according to residence.
Table no.
4A
A girl
should be fully covered and wear a veil - by
residence.
|
A girl should be fully covered and wear and a veil |
City
Dwellers |
Village
Dwellers |
Refugee
|
Total |
|
Strongly agree |
42 |
41.08 |
55 |
43.09 |
|
Slightly agree |
23.03 |
18.06 |
23.06 |
21.08 |
|
Slightly
disagree |
20.03 |
25.03 |
15 |
21 |
|
Strongly
disagree |
12.08 |
11.09 |
6.04 |
11.06 |
|
Do not know |
1.07 |
2.05 |
|
1.07 |
*Figures
are shown as a percentage
People from the three types of residence who supported the
above notion have a relatively high percentage of 43.09%. The highest percentage came from refugee
camps which tend to be more conservative due to the poor housing and living
conditions, overcrowding, poor economic situations and because camp residents
have lost their lands.
Table 4B is a survey of responses to the statement,
“A girl should be fully covered and wear a veil.” The respondents are classified according to
their level of education and commitment to religion.
Table no.
4B A girl
should be fully covered and wear a veil - by education and religious
commitment.
|
Religion |
Education |
Strongly
agree |
Slightly
agree |
Slightly
disagree |
Strongly
disagree |
Do
not know |
Total |
|
Secular |
Illiterate |
9.1 |
|
|
|
|
1.3 |
|
|
elementary |
9.1 |
|
|
5.9 |
|
25. |
|
|
Preparatory |
|
11.1 |
9.8 |
5.9 |
|
7.6 |
|
|
Secondary |
54.5 |
22.2 |
29.3 |
29.4 |
|
31.6 |
|
|
Diploma |
|
22.2 |
17.1 |
17.6 |
|
15.2 |
|
|
Bachelor |
27.3 |
44.4 |
34.1 |
29.4 |
100 |
34.2 |
|
|
Postgraduate |
|
|
9.8 |
11.8 |
|
7.6 |
|
|
Total
|
100 |
100 |
100 |
100 |
100 |
100 |
|
Religious |
Illiterate |
1.9 |
2 |
10.3 |
5.1 |
|
3.5 |
|
|
elementary |
5.8 |
9 |
10.3 |
2.6 |
|
6.9 |
|
|
Preparatory |
16.3 |
9 |
15.4 |
10.3 |
|
14 |
|
|
Secondary |
41.1 |
37 |
23.1 |
17.9 |
75 |
35.7 |
|
|
Diploma |
8.1 |
10 |
14.1 |
12.8 |
|
9.8 |
|
|
Bachelor |
24 |
29 |
26.9 |
48.7 |
25 |
27.6 |
|
|
Postgraduate |
2.7 |
4 |
|
2.6 |
|
2.5 |
|
|
Total
|
100 |
100 |
100 |
100 |
100 |
100 |
|
Traditional |
Illiterate |
5 |
2.3 |
1.6 |
|
|
2.6 |
|
|
elementary |
6 |
4.7 |
3.1 |
6.8 |
|
5 |
|
|
Preparatory |
13 |
10.5 |
10.9 |
6.8 |
|
10.6 |
|
|
Secondary |
38 |
38.4 |
40.6 |
43.2 |
37.5 |
39.4 |
|
|
Diploma |
13 |
14 |
12.5 |
11.4 |
|
12.6 |
|
|
Bachelor |
23 |
25.6 |
26.6 |
31.8 |
50 |
26.5 |
|
|
Postgraduate |
2 |
4.7 |
4.7 |
|
12.5 |
3.3 |
|
|
Total
|
100 |
100 |
100 |
100 |
100 |
100 |
Table no.
4B Continued…
|
Islamic activist |
Elementary |
11.1 |
|
|
|
|
8.3 |
|
Preparatory |
7.4 |
|
|
|
|
5.6 |
|
|
|
Secondary |
18.5 |
25 |
50 |
50 |
|
22.2 |
|
|
Diploma |
7.4 |
|
|
50 |
|
8.3 |
|
|
Bachelor |
48.1 |
75 |
50 |
|
|
47.2 |
|
|
Postgraduate |
7.4 |
|
|
|
100 |
8.3 |
|
|
Total
|
100 |
100 |
100 |
100 |
100 |
100 |
*Figures are shown as a percentage
The
table indicates that the level of education and commitment to religion
had little influence on those surveyed; hence it can be seen that Palestinian
people still adhere to traditions and customs.
Table 5 is a survey of responses to the statement,
“Men and women should be separated.” The respondents are classified according
to gender.
Table 5 Separation of men and women -
by gender.