Соціально-педагогічні умови формування гендерної культури студентів університету

Abstract

Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.05 – соціальна педагогіка. – Національний педагогічний університет імені М. П. Драгоманова МОН України, Київ, 2015. Дисертацію присвячено проблемі формування гендерної культури студентів у навчально-виховній роботі університету. У дослідженні теоретично обґрунтовано структуру гендерної культури (гендерні знання, цінності та норми); соціально-педагогічні умови формування гендерної культури студентів університету; компоненти (когнітивний, діяльнісний, рефлексивний), критерії (гендерна обізнаність, доцільна гендерна поведінка, гендерна чутливість) та рівні сформованості гендерної культури студентів університету.

Dissertation for the scientific degree of Candidate of Pedagogical Sciences, specialty 13.00.05 – social pedagogy. Dragomanov National Pedagogical University, Kyiv, 2015. The dissertation is devoted to the problem of formation of university students’ gender culture during educational process of the university. It is grounded the structure of gender culture (gender knowledge, gender values and gender norms), social pedagogical conditions of forming university students’ gender culture (creation of gender sensitive university environment based on the idea of gender equality to assimilate partnership’s relationship between sexes; support of students’ gender and cultural characteristics according to their age, natural and social cultural needs, interests for interpersonal communication to realize their gender identity; involving university students to common activity with representatives of non-governmental organizations to solve gender problems at the university and territorial community levels); components (cognitive, active, reflexive), criteria (gender awareness, gender-sensitive behavior; gender sensitivity) and levels of formation of university students’ gender culture. Gender culture is determined as a part of the general culture of society, social phenomenon that reflects gender values, gender knowledge, gender norms of behavior to ensure gender equality for men and women taking into account their gender identity. The author’s definition of the university students’ gender culture as a part of personality’s general culture consisting of students’ gender values, gender knowledge, gender norms of behavior based on the idea of gender equality, respect for gender identity, cooperation and student’s personal self-realization despite sex is presented in the dissertation. A three-level scale and corresponding levels (low, medium, high) are used to estimate formation of university students’ gender culture. The low level is characterized as lack or inadequate understanding of gender roles and stereotypes in different spheres of society; students of this level don’t follow the gender equality principle while interacting with others; students have stereotypes and preconceptions about man and woman roles in different spheres of society. At the medium level students understand the essence of gender roles, stereotypes and their construction; they follow the gender equality principle depending on the situation; in some cases students demonstrate cooperative behavior; but there are some stereotyping and prejudicial attitudes toward others. At the high level students have full and systematical knowledge about peculiarities of gender socialization; they use gender knowledge in public, professional and family spheres; demonstrate cooperative behavior; hold norms and values of gender equality while interacting with others. At the statement stage of the experiment the lack of students’ gender education and their gender culture was proved. Social pedagogical conditions realized in forms and methods of formation of university students’ gender culture were determined. The first social pedagogical condition was realized as introduction of series of gender content classes with interactive techniques during discipline “English for specific purposes” using: case-study, role-playing, multimedia methods and methods of narration. The second social pedagogical condition was realized as work of students’ scientific society “World through the prism of gender”: round-tables, contest of students’ scientific works, conferences, scientific projects. The third social pedagogical condition was realized as educational and volunteer work of university students during their common activity with representatives of nongovernmental organizations: individual works based on materials of these organizations, seminars, experience teaching, the international campaign “16 Days of Activism against Gender Violence”, and the day of open door in the crisis centers for women. The effectiveness of offered social pedagogical conditions of formation of university students’ gender culture was proved.

Диссертация на соискание ученой степени кандидата педагогических наук по специальности 13.00.05 – социальная педагогика. – Национальный педагогический университет имени М. П. Драгоманова МОН Украины, Киев, 2015. Диссертация посвящена проблеме формирования гендерной культуры студентов в учебно-воспитательной работе университета. В диссертации теоретически обосновано структуру гендерной культуры (гендерные знания, ценности и нормы); социально-педагогические условия формирования гендерной культуры студентов университета; компоненты (когнитивный, деятельностный, рефлексивный), критерии (гендерная осведомленность, целесообразное гендерное поведение, гендерная чувствительность) и уровни сформированности гендерной культуры студентов университета.