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.
